Research Article
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Mobil Destekli Kelime Öğrenimi Uygulamasının Kelime Öğrenimine Etkisi

Year 2018, Volume: 9 Issue: 3, 288 - 311, 31.07.2018
https://doi.org/10.17569/tojqi.407512

Abstract

Son yıllarda yaşanan gelişmeler teknolojinin dil
öğrenme sürecinde kullanılmasını kaçınılmaz hale getirmiştir. Buna bağlı olarak
mobil destekli dil öğrenimi son yıllarda önem kazanmıştır. Mobil destekli dil
öğreniminin yanı sıra, dil öğrenme stillerinin dil öğrenme sürecini ve mobil
destekli dil öğrenimi uygulamalarının kullanımını etkilediği reddedilemez bir
gerçektir. Bahsedilen bu bilgiler ışığında tasarlanan bu çalışmanın amacı,
öğrencilerin araştırmacı tarafından geliştirilen mobil destekli bir kelime
öğrenimi uygulamasının (VocaStyle) ve dil öğrenme stillerinin öğrenme
süreçlerine etkisi ile ilgili görüşlerini belirlemektir. Araştırma, nitel
araştırma desenlerinden durum çalışması modelinde tasarlanmıştır. Araştırma
verileri yarı yapılandırılmış görüşme formu ile toplanmıştır. Araştırma
kapsamında çalışma grubunu oluşturan 10 katılımcı ile görüşmeler yapılmıştır.
Bahsedilen 10 katılımcı 5’i işitsel, 5’i görsel öğreniciler olacak şekilde
belirlenmiştir. Veri analizi sürecinde tematik içerik analizi yöntemi
kullanılmıştır. Araştırma bulguları, öğrencilerin mobil destekli kelime
uygulamasını yararlı, etkili ve güdüleyici bulduklarını ortaya çıkarmıştır.
Araştırma kapsamında elde edilen başka bir bulgu ise öğrencilerin açıklayıcı
eklere ilişkin görüşlerinin öğrenme stillerine göre değiştiğidir. 

References

  • Ariew, R. (2006). A template to generate hypertext and hypermedia reading materials: Its design and associated research findings. The Reading Matrix, 6(3), 195-209.
  • Ariew, R., & Ercetin, G. (2004). Exploring the potential of hypermedia annotations for second language reading. Computer Assisted Language Learning Journal, 17(2), 237-259.
  • Baxter, P.& Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-559.
  • Brown, R., Waring, R., & Donkaewbua, S. (2008). Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Reading in a Foreign Language, 20, 136–163.
  • Chen, I-J., & Chang, C-C. (2011). Content presentation modes in mobile language listening tasks: English proficiency as a moderator. Computer Assisted Language Learning, 24(5), 451–470.
  • Cobb, T. (2007). Computing the vocabulary demands of L2 reading. Language Learning & Technology, 11, 3, 38–63. Retrieved from http://llt.msu.edu/vol11num3/cobb/default.html.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. California: Sage Publications.
  • Duff, A. (2004). Approaches to learning: The revised approaches to studying inventory. Active Learning in Higher Education, 5(1), 56-72.
  • Dunn, R. & Dunn, K. (1978). Teaching students through their individual learning styles: A practical approach. Englewood Cliffs, NJ: Reston Book.
  • Dunn, R. (1983). Can Students Identify Their Own Learning Styles?. Educational leadership, 40(5), 60-62.
  • Dunn, R. (1984). Learning style: State of the science. Theory into Practice, 23(1), 10-19.
  • Fleming, N.D. (2001). Teaching and learning styles: VARK strategies. Christchurch, New Zeland: N.D. Fleming.
  • Frohberg, D., Goth, C., & Schwabe, G. (2009). Mobile learning projects e a critical analysis of the state of the art. Journal of Computer Assisted Learning, 25, 307-331.
  • Gettys, S., Imhof, L. A., & Kautz, J. O. (2001). Computer-assisted reading: The effect of glossing format on comprehension and vocabulary retention. Foreign Language Annals, 34, 91–106. doi:10.1111/j.1944-9720.2001.tb02815.x.
  • Grabe, W., & Stoller, F. (2002). The nature of reading abilities. Teaching and Researching Reading, 9-39.
  • Gregorc, A.F. (1979). Relating with style. Colombia, CT: Gregorc Associates.
  • Hoven, D., & Palalas, A. (2011). (Re)conceptualizing design approaches for mobile language learning. CALICO Journal, 28(3), 699–720
  • Kim, H.S. (2011). Effects of SMS text messaging on vocabulary learning. Multimedia-Assisted Language Learning, 14(2), 159-180.
  • Klopfer, E., Sheldon, J., Perry, J., & Chen, V. H. H. (2012). Ubiquitous games for learning (UbiqGames): Weatherlings, a worked example. Journal of Computer Assisted Learning, 28, 465-476.
  • Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
  • Krashen, S. (2003). Explorations in language acquisition and use: The Taipei lectures. Portsmouth, NH: Heinemann, pp. 477-487.
  • Kukulska-Hulme, A. (2009). Will mobile learning change language learning?. ReCALL, 21(2), 157-165.
  • Kukulska‐Hulme, A. (2010) Mobile learning as a catalyst for change, Open Learning: The Journal of Open, Distance and e-Learning, 25(3), 181-185.
  • Kweon, S.O., & Kim, H.R. (2008). Beyond raw frequency: Incidental vocabulary acquisition in extensive reading. Reading in a Foreign Language, 20, 191–215.
  • Laufer, B., & Hulstijn, J. H. (2001). Incidental vocabulary acquisition in a second language: the construct of task-induced involvement. Applied Linguistics, 22 (1), 1-26.Mashhady, H., Lotfi, B., & Noura, M. (2012). Word Type Effects on L2 Word Retrieval and Learning: Homonym versus Synonym Vocabulary Instruction. Iranian Journal of Applied Language Studies, 3(1), 97-118.
  • Mayer, R. E. (2001). Multimedia learning. New York, NY: Cambridge University Press.
  • Nagy, W. (1997). On the role of context in first- and second-language vocabulary learning. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 64-83). Cambridge: Cambridge University Press.
  • Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge, England: Cambridge University Press.Oxford, R.L., Ehrman, M., & Lavine, R. Z. (1991). Style wars: teacher-student style conflicts in the language classroom. In Magnan, S.S. (Ed.), Challenges in the 1990s for College Foreign Language Programs. Boston, MA: Heinle & Heinle.
  • Paivio, A. (1990). Mental representations: A dual coding approach. New York, NY: Oxford University Press.
  • Reid, J. M. (1987). The learning style preferences of ESL students, TESOL Quarterly, 21(1), 87-111.
  • Ross, J., & R. Schulz (1999). Can computer-aided instruction accommodate all learners equally?. British Journal of Educational Technology, 31(1), 5–24.
  • Rott, S., Williams, J., & Cameron, R. (2002). The effect of multiple-choice L1 glosses and input-output cycles on lexical acquisition and retention. Language Teaching Research, 6, 183-222.
  • Tassana-ngam, I. (2004). The effect of vocabulary learning strategies training on Thai university students’ word retention in the second language classroom. Unpublished PhD thesis. University of Essex, Colchester.
  • Türk, E., & Erçetin, G. (2014). Effects of interactive versus simultaneous display of multimedia glosses on L2 reading comprehension and incidental vocabulary learning. Computer Assisted Language Learning, 27(1), 1-25.
  • Wesche, M., & Paribakht, T. S. (1996). Assessing Second Language Vocabulary Knowledge: Depth Versus Breadth. Canadian Modern Language Review, 53(1), 13-40.
  • Widdowson, H. G. (1984). Explorations in applied linguistics (Vol. 2). Oxford: Oxford University Press.
  • Wolfe, J. L. (2002). Annotation technologies: A software and research review. Computers andComposition. 19, 471-497.
  • Wong, L. H., & Looi, C. K. (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature. Computers & Education, 57(4), 2364-2381.

The Effects of a Mobile Assisted Vocabulary Learning Application on Vocabulary Learning

Year 2018, Volume: 9 Issue: 3, 288 - 311, 31.07.2018
https://doi.org/10.17569/tojqi.407512

Abstract

The
improvements in technology have made it inevitable to use it in language
learning process. Thus, the mobile assisted language learning (MALL) has gained
importance recently. Besides, it is an undeniable fact that learning styles
affect language learning process and use of MALL applications. Accordingly,
this study aims to define students’ views on the effects of a mobile assisted
vocabulary learning (MAVL) application (VocaStyle), which was developed by the
researcher, on their learning process and their learning styles’ impact on
their views. The study was in descriptive case study design. The data was
gathered with semi-structured interview form. Ten participants were
interviewed, five of which were aural learners and five of which were visual
learners. The data was analyzed with thematic content analysis. The findings
revealed that students found the MAVL application effective, motivating and
useful. The findings also indicated that participants found video and graphic
annotations more useful and their views changed depending on their learning
styles.

References

  • Ariew, R. (2006). A template to generate hypertext and hypermedia reading materials: Its design and associated research findings. The Reading Matrix, 6(3), 195-209.
  • Ariew, R., & Ercetin, G. (2004). Exploring the potential of hypermedia annotations for second language reading. Computer Assisted Language Learning Journal, 17(2), 237-259.
  • Baxter, P.& Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-559.
  • Brown, R., Waring, R., & Donkaewbua, S. (2008). Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Reading in a Foreign Language, 20, 136–163.
  • Chen, I-J., & Chang, C-C. (2011). Content presentation modes in mobile language listening tasks: English proficiency as a moderator. Computer Assisted Language Learning, 24(5), 451–470.
  • Cobb, T. (2007). Computing the vocabulary demands of L2 reading. Language Learning & Technology, 11, 3, 38–63. Retrieved from http://llt.msu.edu/vol11num3/cobb/default.html.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. California: Sage Publications.
  • Duff, A. (2004). Approaches to learning: The revised approaches to studying inventory. Active Learning in Higher Education, 5(1), 56-72.
  • Dunn, R. & Dunn, K. (1978). Teaching students through their individual learning styles: A practical approach. Englewood Cliffs, NJ: Reston Book.
  • Dunn, R. (1983). Can Students Identify Their Own Learning Styles?. Educational leadership, 40(5), 60-62.
  • Dunn, R. (1984). Learning style: State of the science. Theory into Practice, 23(1), 10-19.
  • Fleming, N.D. (2001). Teaching and learning styles: VARK strategies. Christchurch, New Zeland: N.D. Fleming.
  • Frohberg, D., Goth, C., & Schwabe, G. (2009). Mobile learning projects e a critical analysis of the state of the art. Journal of Computer Assisted Learning, 25, 307-331.
  • Gettys, S., Imhof, L. A., & Kautz, J. O. (2001). Computer-assisted reading: The effect of glossing format on comprehension and vocabulary retention. Foreign Language Annals, 34, 91–106. doi:10.1111/j.1944-9720.2001.tb02815.x.
  • Grabe, W., & Stoller, F. (2002). The nature of reading abilities. Teaching and Researching Reading, 9-39.
  • Gregorc, A.F. (1979). Relating with style. Colombia, CT: Gregorc Associates.
  • Hoven, D., & Palalas, A. (2011). (Re)conceptualizing design approaches for mobile language learning. CALICO Journal, 28(3), 699–720
  • Kim, H.S. (2011). Effects of SMS text messaging on vocabulary learning. Multimedia-Assisted Language Learning, 14(2), 159-180.
  • Klopfer, E., Sheldon, J., Perry, J., & Chen, V. H. H. (2012). Ubiquitous games for learning (UbiqGames): Weatherlings, a worked example. Journal of Computer Assisted Learning, 28, 465-476.
  • Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
  • Krashen, S. (2003). Explorations in language acquisition and use: The Taipei lectures. Portsmouth, NH: Heinemann, pp. 477-487.
  • Kukulska-Hulme, A. (2009). Will mobile learning change language learning?. ReCALL, 21(2), 157-165.
  • Kukulska‐Hulme, A. (2010) Mobile learning as a catalyst for change, Open Learning: The Journal of Open, Distance and e-Learning, 25(3), 181-185.
  • Kweon, S.O., & Kim, H.R. (2008). Beyond raw frequency: Incidental vocabulary acquisition in extensive reading. Reading in a Foreign Language, 20, 191–215.
  • Laufer, B., & Hulstijn, J. H. (2001). Incidental vocabulary acquisition in a second language: the construct of task-induced involvement. Applied Linguistics, 22 (1), 1-26.Mashhady, H., Lotfi, B., & Noura, M. (2012). Word Type Effects on L2 Word Retrieval and Learning: Homonym versus Synonym Vocabulary Instruction. Iranian Journal of Applied Language Studies, 3(1), 97-118.
  • Mayer, R. E. (2001). Multimedia learning. New York, NY: Cambridge University Press.
  • Nagy, W. (1997). On the role of context in first- and second-language vocabulary learning. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 64-83). Cambridge: Cambridge University Press.
  • Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge, England: Cambridge University Press.Oxford, R.L., Ehrman, M., & Lavine, R. Z. (1991). Style wars: teacher-student style conflicts in the language classroom. In Magnan, S.S. (Ed.), Challenges in the 1990s for College Foreign Language Programs. Boston, MA: Heinle & Heinle.
  • Paivio, A. (1990). Mental representations: A dual coding approach. New York, NY: Oxford University Press.
  • Reid, J. M. (1987). The learning style preferences of ESL students, TESOL Quarterly, 21(1), 87-111.
  • Ross, J., & R. Schulz (1999). Can computer-aided instruction accommodate all learners equally?. British Journal of Educational Technology, 31(1), 5–24.
  • Rott, S., Williams, J., & Cameron, R. (2002). The effect of multiple-choice L1 glosses and input-output cycles on lexical acquisition and retention. Language Teaching Research, 6, 183-222.
  • Tassana-ngam, I. (2004). The effect of vocabulary learning strategies training on Thai university students’ word retention in the second language classroom. Unpublished PhD thesis. University of Essex, Colchester.
  • Türk, E., & Erçetin, G. (2014). Effects of interactive versus simultaneous display of multimedia glosses on L2 reading comprehension and incidental vocabulary learning. Computer Assisted Language Learning, 27(1), 1-25.
  • Wesche, M., & Paribakht, T. S. (1996). Assessing Second Language Vocabulary Knowledge: Depth Versus Breadth. Canadian Modern Language Review, 53(1), 13-40.
  • Widdowson, H. G. (1984). Explorations in applied linguistics (Vol. 2). Oxford: Oxford University Press.
  • Wolfe, J. L. (2002). Annotation technologies: A software and research review. Computers andComposition. 19, 471-497.
  • Wong, L. H., & Looi, C. K. (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature. Computers & Education, 57(4), 2364-2381.
There are 38 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Serkan Gürkan 0000-0002-7936-9032

Publication Date July 31, 2018
Submission Date March 19, 2018
Published in Issue Year 2018 Volume: 9 Issue: 3

Cite

APA Gürkan, S. (2018). The Effects of a Mobile Assisted Vocabulary Learning Application on Vocabulary Learning. Turkish Online Journal of Qualitative Inquiry, 9(3), 288-311. https://doi.org/10.17569/tojqi.407512
AMA Gürkan S. The Effects of a Mobile Assisted Vocabulary Learning Application on Vocabulary Learning. TOJQI. July 2018;9(3):288-311. doi:10.17569/tojqi.407512
Chicago Gürkan, Serkan. “The Effects of a Mobile Assisted Vocabulary Learning Application on Vocabulary Learning”. Turkish Online Journal of Qualitative Inquiry 9, no. 3 (July 2018): 288-311. https://doi.org/10.17569/tojqi.407512.
EndNote Gürkan S (July 1, 2018) The Effects of a Mobile Assisted Vocabulary Learning Application on Vocabulary Learning. Turkish Online Journal of Qualitative Inquiry 9 3 288–311.
IEEE S. Gürkan, “The Effects of a Mobile Assisted Vocabulary Learning Application on Vocabulary Learning”, TOJQI, vol. 9, no. 3, pp. 288–311, 2018, doi: 10.17569/tojqi.407512.
ISNAD Gürkan, Serkan. “The Effects of a Mobile Assisted Vocabulary Learning Application on Vocabulary Learning”. Turkish Online Journal of Qualitative Inquiry 9/3 (July 2018), 288-311. https://doi.org/10.17569/tojqi.407512.
JAMA Gürkan S. The Effects of a Mobile Assisted Vocabulary Learning Application on Vocabulary Learning. TOJQI. 2018;9:288–311.
MLA Gürkan, Serkan. “The Effects of a Mobile Assisted Vocabulary Learning Application on Vocabulary Learning”. Turkish Online Journal of Qualitative Inquiry, vol. 9, no. 3, 2018, pp. 288-11, doi:10.17569/tojqi.407512.
Vancouver Gürkan S. The Effects of a Mobile Assisted Vocabulary Learning Application on Vocabulary Learning. TOJQI. 2018;9(3):288-311.

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