The Effect of the integration of talking toys on preschoolers' vocabulary learning in English

Download

index.pdf

Date

2013

Author

Özçelik, Burcu

Metadata

Show full item record

Item Usage Stats

348
views

194
downloads

Appropriate conditions and suitable materials can inspire young children to learn a new language effortlessly. The present study attempted to investigate the effects of English talking toys as teaching materials on vocabulary learning of very young learners (VYL) based on their gender. The study was conducted at one of the public preschools in Yenimahalle/Ankara with 48 five-year old children from two classes. The first group of students was the experimental group and they were instructed using English talking toys as a teaching material. On the other hand, the other class was the control group and was instructed using flashcards. The target vocabulary for this study, which was incorporated into a Vocabulary Checklist Test, was developed after a close scrutiny of the relevant literature (i.e. vocabulary learning in young learners) and examination of the theme-related curriculum employed in the chosen preschool. To assess preschoolers' learning of target words in English, a new Vocabulary Checklist Test was developed by the researcher. The results of a series of t-tests showed that the class instructed with English talking toys performed better on both receptive and expressive/productive vocabulary. The results also indicated that there was not any significant difference between males and females in terms of the effect of English talking toys on preschool children's vocabulary learning. The findings suggest that English talking toys are not only used for entertainment and recreational purposes, they can also be used as teaching material particularly when it comes to teaching basic English vocabulary. The current study contributed to areas such as early childhood education, foreign/second language learning, foreign language testing and evaluation.

Subject Keywords

Educational toys., Pullstring talking toys., English language, Education, Preschool., Early childhood education.

URI

http://etd.lib.metu.edu.tr/upload/12615896/index.pdf
https://hdl.handle.net/11511/22513

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

The effects of a game-enhanced learning intervention on foreign language learning Aydin, Seda Musaoglu; Çakır, Nur (2022-07-01) The rich multimedia-enhanced language content offered by modern commercial off-the-shelf games and students' interest in playing such games has motivated efforts for seeking effective means to integrate them into the curriculum to enrich and enhance foreign language learning. Despite the general interest and appeal of game-enhanced learning in foreign language learning, there is a need for strategies for effective curriculum integration and empirical studies to test the effects of such interventions systema...
The effects of blended learning on EFL students' vocabulary enhancement Korkmaz, Sezen (Elsevier BV; 2015-04-19) Blended learning approach in teaching foreign language has become a matter of considerable interest to language teachers all over the world. As opposed to pure e-learning which refers to using only electronic media to learn, blended learning supplement traditional face-to-face teaching and learning environment with different kinds of technology-based instruction. Many higher education institutions today are using blended learning as a supplementary means in developing students' vocabulary knowledge. The pre...
A multilevel analysis of home and classroom literacy environments in relation to preschoolers' early literacy development Altun, Dilek; Erden, Feyza; Snow, Catherine E (Wiley, 2018-11-01) This study aimed to investigate the characteristics of preschoolers' home and classroom literacy environments and the relationships between receptive and expressive vocabulary, phonological awareness, and concepts about print (CAP) development. The participants were 168 parents and their children from five private preschools in a large suburban area. Two waves of data were collected. Multilevel linear modeling was used to analyze the two-level data set. The findings of the study revealed that children have ...
The effects of a game-enhanced language learning intervention on students’L2 development and L2 motivational self-system. Musaoğlu Aydın, Seda; Akkuş Çakır, Nur.; Department of Educational Sciences (2020) The purpose of this study is to investigate the effectiveness of a game-enhanced language learning intervention on language learning and on the development of L2 motivational self-system of EFL students. The study employed a quasi-experiment design with 76 EFL students at a private university. The experimental group (N=38) participated in a game-enhanced language learning program for 10 weeks, whereas the control group (N=38) received traditional instruction. Students in the experimental group were asked to...
The Relationship between EFL Learners’ Language Learning Strategy Use, Willingness to Communicate, and L2 Achievement Demir Ayaz, Aycan (null; 2017-04-18) This study aimed to explore the interactions between EFL learners’ language learning strategy use, willingness to communicate (WTC), and L2 achievement. To do so, a quantitative study was conducted with 79 tertiary level EFL learners. These participants were prep-class students from two different state universities, and they were having intensive language courses during that one-year education. Data were collected using a 70-item composite instrument. To measure language learning strategy use of the partici...

Citation Formats

B. Özçelik, “The Effect of the integration of talking toys on preschoolers’ vocabulary learning in English,” M.S. - Master of Science, Middle East Technical University, 2013.