| 000 | 08043na a2201081 4500 | ||
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| 001 | 62268 | ||
| 003 | koha_MIRAKIL | ||
| 005 | 20221103133849.0 | ||
| 008 | 180313b tu 000 0 | ||
| 040 |
_aCY-NiCIU _btur _cCY-NiCIU _erda |
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| 041 | _aeng | ||
| 090 |
_aYL 277 _b A83 2012 |
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| 100 | _aAtak, Gülberk | ||
| 245 |
_aThe role of information and communication technology (ICT) in lifelong language learning _cGülberk Atak; Supervisor: Özcan Demirel |
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| 260 |
_aNicosia _bCyprus International University _c2012 |
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| 300 |
_aIX, 95 p. _bfig. graph., tab. _c30.5 cm |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 504 | _aIncludes appendixes (85-95 p.) | ||
| 504 | _aIncludes references (80-84 p.) | ||
| 520 | _a'Abstract The major purpose of this study is to analyze the effectiveness of ICT in improving the quality of learning English by finding out the students' attitudes to the ICT in North Cyprus. The data was gathered through an attitude questionnaire prepared by the researcher considering technological devices used in class. The survey method was used in this study. Data gathered was analyzed by using SPSS program. Quantitative data obtained from the questionnaire and qualitative data obtained from open ended questions in the questionnaire and the interviews were analyzed to investigate participants' attitudes. This study involves the results of an attitudes questionnaire administered to male and female students in North Cyprus, in the spring term of the 2010-2011 academic year, about their attitudes and perceptions related to the use of ICT in language education. This research involves two different groups in North Cyprus. The first group consisted of students at Cyprus International University in Nicosia and the second group consisted of language learners from a course called Varoğlu Dershanesi. A hundred participants were selected randomly, 43 female participants (N=43) and 57 male participants (N=57) took part in this research. The findings revealed that there is a strong tendency towards using ICT in language learning, there is no significant difference between age and attitudes towards using technology in language learning, there is no statistically difference between the use of technology and gender. Keywords: ICT, technology, tendency, computer, language learning Özet Bu araştırmanın temel amacı Kuzey Kıbrıs'taki öğrencilerin Bilgi iletişim Teknolojisine (BİT) yönelik tutumlarını bularak İngilizce öğrenme kalitesini artırmada BİT'nin etkisini analiz etmekti. Veri araştırmacı tarafından sınıfta teknolojik aletlerin kullanımını dikkate alarak hazırlanan bir tutum anketi vasıtası ile elde edildi. Bu çalışmada anket yöntemi kullanıldı. Elde edilen very SPSS program kullanarak analiz edildi. Anketten elde edilen nicel veri ve anketteki açık uçlu soru ile görüşmeden elde edilen nitel veri katılımcıların tutumlarını ölçmek için analiz edildi. Bu çalışma 2010-2011 akademik yılı bahar döneminde Kuzey Kıbrısta erkek ve kadın öğrencilere uygulanan eğitimde BİT kullanımı ile ilgili tutum ve algıları ile ilgili anket sonuçlarını içermektedir. Bu çalışma Kuzey Kıbrıs'ta iki farklı grubu kapsadı. İlk grup Uluslararası Kıbrıs Üniversitesi öğrencilerinden meydana geldi ve ikinci grup Varoğlu Dershanesi'nde dil öğrenenlerden oluştu. Yüz öğrenci rastgele seçildi, 43 bayan 57 erkek katılımcı bu araştırmaya katıldı. Sonuçlar dil öğreniminde BİT kullanımına yönelik güçlü bir eğilim olduğunu göstermektedir. Dil öğrenmede teknoloji kullanımına yönelik tutum ile yaş arasında ve teknoloji kullanımı ile cinsiyet arasında istatiksel açıdan anlamlı bir fark bulunmamıştır. Anahtar kelimeler: BİT, teknoloji, eğilim, bilgisayar, dil öğrenimi. ' | ||
| 650 | _aTendency | ||
| 650 | _aEğilim | ||
| 650 | _aLanguage learning | ||
| 650 | _aDil öğrenimi | ||
| 700 |
_aSupervisor: Demirel, Özcan _91886 |
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| 942 |
_2ddc _cTS |
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| 505 | 1 | _tCHAPTER | |
| 505 | 1 |
_g1 _tINTRODUCTION |
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| 505 | 1 |
_g1 _tBackground of the Study |
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| 505 | 1 |
_g4 _tPurpose of the Study |
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| 505 | 1 |
_g4 _tSignificance of the Study |
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| 505 | 1 |
_g5 _tDefinition of Terms |
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| 505 | 1 |
_g7 _tREVIEW OF LITERATURE |
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| 505 | 1 |
_g7 _tLanguage Learning and Technology |
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| 505 | 1 |
_g9 _tLanguage Learning and ICT |
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| 505 | 1 |
_g11 _tICT |
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| 505 | 1 |
_g11 _tMultimedia |
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| 505 | 1 |
_g12 _tThe Internet |
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| 505 | 1 |
_g12 _tMobile Phone |
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| 505 | 1 |
_g13 _tComputer |
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| 505 | 1 |
_g14 _tBenefits and Challanges of Using ICT in language learning |
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| 505 | 1 |
_g16 _tStudies on ICT (From 2000 to 2012) |
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| 505 | 1 |
_g16 _tThe Impact of Information and Communication Technologies on Pupil Learning and Attainment (Impact 2) |
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| 505 | 1 |
_g17 _tFactor that Influence Students' Learning Attitudes Toward Computer Courses |
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| 505 | 1 |
_g17 _tPerceptions of Infromation and Communication Technology among undergraduate management student in Barbados |
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| 505 | 1 |
_g18 _tTeachers'perception of the Use of Technology in Teaching languages in United Arab Emirate's Schools |
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| 505 | 1 |
_g18 _tNew Technologies: The Student's perspective |
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| 505 | 1 |
_g18 _tLanguage Learning via ICT : Uses, Challenges and Issues |
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| 505 | 1 |
_g19 _tICT in Participatory Development of Teaching/Learning English as a Global Language in Nigeria: A Discourse |
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| 505 | 1 |
_g19 _tSupport Foriegn Language Vocalbulary learning Through Multimedia Messages via Mobile Phones |
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| 505 | 1 |
_g20 _tUsing ICT in English for Specific Purposes Classroom |
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| 505 | 1 |
_g20 _tICT resources and language learning: results of a Survey on the actual use of ICT in teaching Italian as a second language |
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| 505 | 1 |
_g22 _tMETHDOLOGY |
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| 505 | 1 |
_g22 _tOverall Design of the Study |
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| 505 | 1 |
_g24 _tResearch Questions |
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| 505 | 1 |
_g24 _tContext |
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| 505 | 1 |
_g26 _tParticipants |
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| 505 | 1 |
_g28 _tData Collection Procedure |
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| 505 | 1 |
_g29 _tData Collection Instruments |
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| 505 | 1 |
_g29 _tQuestionnaire |
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| 505 | 1 |
_g30 _tInterview |
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| 505 | 1 |
_g31 _tProcedure of the Study |
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| 505 | 1 |
_g31 _tData Analysis |
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| 505 | 1 |
_g32 _tLimitations of the Study |
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| 505 | 1 |
_g33 _tRESULTS |
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| 505 | 1 |
_g33 _tOverview of the Chapter |
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| 505 | 1 |
_g34 _tThe Findings of the Questionnaire Items |
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| 505 | 1 |
_g35 _tThe Personal Characteristics of the Participants |
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| 505 | 1 |
_g38 _tAttitudes towrads learning English through computer |
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| 505 | 1 |
_g40 _tAttitude towards learning English through technological devices |
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| 505 | 1 |
_g42 _tWhich one of the Following is the best choice for you in Language learning? |
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| 505 | 1 |
_g44 _tThe Frequency of ICT usage in Langauage learning |
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| 505 | 1 |
_g45 _tThe Relationship Between Language Skills and ICT |
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| 505 | 1 |
_g51 _tThe Relationship Between Motivation and ICT |
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| 505 | 1 |
_g54 _tThe Relationship Between Languages Learning Materials and ICT |
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| 505 | 1 |
_g56 _tSelf-learning and Self -assessment through ICT |
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| 505 | 1 |
_g59 _tGeneral Tendency Towards Using ICT in Language Learning |
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| 505 | 1 |
_g65 _tSharing Information Through ICT in Language Learning |
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| 505 | 1 |
_g66 _tThe Purpose of Using ICT in Language Learning |
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| 505 | 1 |
_g69 _tThe Finding of the Interview |
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| 505 | 1 |
_g74 _tCONCLUSION |
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| 505 | 1 |
_g74 _tConclusion and Discussion |
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| 505 | 1 |
_g75 _tResearch Question 1: What are the Students' attitude towards ICT in language learning? |
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| 505 | 1 |
_g76 _tResearch Question 2: Is there any relationship between student's use of technology and gender ? |
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| 505 | 1 |
_g77 _tResearch Question 3: As People get older, do their attitudes related to using technology change? |
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| 505 | 1 |
_g78 _tImplications |
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| 505 | 1 |
_g79 _tSuggestions for Further Research |
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| 505 | 1 |
_g80 _tREFERENCES |
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| 505 | 1 |
_g85 _tAPPENDICES |
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| 999 |
_c312 _d312 |
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