Pre-service EFL teachers’ current practices and perceptions of mobile assisted language learning

Download
2019
Aygül, Serap Özge
The current study investigated the pre-service EFL teachers’ current practices and perceptions of mobile assisted language learning. In the study, using mixed methods research design, quantitative data were collected through a questionnaire, applied to 142 volunteer participants, and qualitative data were collected through semi-structured interviews conducted with 10 volunteer students. Quantitative data were analyzed by using descriptive statistics and qualitative data were analyzed by employing constant comparative analysis method. According to the research results, the pre-service EFL teachers used their mobile devices most frequently for learning English vocabulary and least frequently for facilitating their writing skills. They found mobile assisted language learning effective, especially for facilitating their listening skills in English. Moreover, while the pre-service EFL teachers agreed upon the possible affordances of using mobile devices for language learning purposes mentioned in the relevant literature, they had moderately positive perceptions of classroom implications of mobile assisted language learning. The findings of the present study, providing a comprehensive view of the pre-service EFL teachers’ current practices and perceptions of mobile assisted language learning, might be a guide for those who design and develop mobile applications for language learning, those who develop curricula for English Language Teaching programs, and those who implement the curriculum, namely the lecturers offering courses in English Language Teaching programs.

Suggestions

Investigating ELT instructors' perceived competencies: challenges and suggestions
Canbolat, Nilay; Daloğlu, Ayşegül; Department of English Literature (2013)
This study aims at finding out instructors’ perceived competencies in Teachers of English to Speakers of Other Languages (TESOL) and Ministry of Education (MONE) competencies, and accordingly exploring strengths and weaknesses of the ELT undergraduate program as well as providing suggestions for a more effective and fruitful program. At the first phase of the research, a questionnaire is given to seventy-five participants, working in the department of Foreign Languages at various universities. For the secon...
Facilitating english as a foreign language learners’ vocabulary learning, task completion and contextual vocabulary exploration processes in a mobile supported situated learning environment
Uz Bilgin, Çiğdem; Tokel, Saniye Tuğba; Yalçın, Şenöm Tuğba; Department of Computer Education and Instructional Technology (2016)
The aim of this study was to investigate how vocabulary learning, task completion, and contextual vocabulary exploration processes of English as a Foreign Language (EFL) learners can be facilitated in a mobile supported situated learning environment. METU Science and Technology Museum which is a large, open space populated with interactive science exhibits was chosen as an authentic learning environment. Mobile system which includes instructions of the experiments and also provides dictionary and visual def...
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...
Self-regulation strategies that Eenglish language learners in a Turkish state university use to increase their proficiency and self-efficacy
Tomak, Burak; Seferoğlu, Gölge; Department of English Language Teaching (2017)
With the new trends in language teaching, more responsibility has been given to the language learners who are in charge of their own learning. Thus, they are now supposed to keep track of their language development and do their best to increase their language proficiency and self-efficacy. Especially learners who start their language learning from A1 level and who must reach to B2 level within a limited time just like the ones here in this study are expected to make use of the language learning strategies t...
Citation Formats
S. Ö. Aygül, “Pre-service EFL teachers’ current practices and perceptions of mobile assisted language learning,” Thesis (M.S.) -- Graduate School of Social Sciences. English Language Teaching., Middle East Technical University, 2019.