Webinars as instructional tools in english language teaching context /

Başaran, Banu Çiçek
This study investigated the use of webinars as instructional tools in English language education. This study also examined the benefits and challenges of using webinars in ELT, the potential of webinars for language education, and pre-service teachers’ beliefs about webinars in comparison with face-to-face education. Forty pre-service language teachers studying at a public university have participated in this study. Both qualitative and quantitative methodologies have been followed. Two questionnaires and one reflection report were administered in the data collection process. The participants were given a post-webinar questionnaire before they made acquaintance with the webinar tool. Following the introduction of the tool and an example webinar lecture, the participants submitted their reflection reports about their initial experience with webinar. The post-webinar questionnaire was utilized after the participants delivered their own webinar presentations. The results of the study showed that webinars can be effective tools for teaching and learning English, especially for listening and speaking skills. The most challenging aspects of webinars were technical and medium related difficulties such as managing the audience while the benefits of the tool were its use in distance education and practicality of the webinar. The results also indicated that the participants believed that they could utilize webinars to teach English; however, the tool needed some improvements for better use. Based on the results of the study some implications have been drawn for webinar use in ELT.


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Cirit, Nazlı Ceren; Savaş, Perihan; Department of English Language Teaching (2014)
This study aimed at learning the participants’ perceptions of computer-assisted language learning, online extensive reading and vocabulary learning through online extensive reading before and after an online extensive reading program. Besides, in the study to what extent the program helped the participants develop their vocabulary incidentally was investigated. The study was performed at TÖMER, Gazi University, and 50 English as a foreign language learners took place in the study. To get data on the student...
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Durdu, Levent; Özden, Yaşar; Department of Computer Education and Instructional Technology (2003)
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Şen, Hülya; Daloğlu, Ayşegül; Department of English Language Teaching (2009)
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EFL instructors’ cognitions and actions in relation to foreign language learning and teaching processes
Öztürk, Mustafa; Yıldırım, Ali; Department of Educational Sciences (2014)
The purpose of this study is to investigate EFL instructors’ language learning cognitions regarding linguistic aptitude, priorities in language learning, and good language learners; and language teaching actions with respect to pedagogical inclinations, instructional planning, error correction, learner-centeredness, and personal and professional development. The study also aims to describe the patterns of the relationships existing among those variables and examine the sources contributing to teachers’ cogn...
Development and evaluation of a technological pedagogical content knowledge (TPACK) assessment tool for preservice teachers learning to teach english as a foreign language
Başer, Derya; Çağıltay, Kürşat; Department of Computer Education and Instructional Technology (2015)
The purpose of this study is to develop and evaluate a technological pedagogical content knowledge (TPACK) assessment tool for preservice teachers learning to teach English as a foreign language (EFL). The assessment tool, called TPACK-EFL survey, was developed and evaluated through tool development research by using mixed methods approach. Survey items were generated by using qualitative data. Content validity of the survey was maintained through expert reviews and a cognitive interview. Then, construct va...
Citation Formats
B. Ç. Başaran, “Webinars as instructional tools in english language teaching context /,” M.S. - Master of Science, Middle East Technical University, 2014.