dc.contributor.advisor | Alagözlü, Nuray | |
dc.contributor.author | Bağatur, Sümeyra | |
dc.date.accessioned | 2019-09-16T06:08:47Z | |
dc.date.issued | 2019-09-03 | |
dc.date.submitted | 2019-07-04 | |
dc.identifier.citation | Bağatur, S. (2019). Technology utilization in teaching vocabulary at tertiary level. (Doctoral dissertation, Hacettepe University, Ankara, Turkey). Retrieved from ...
(APA style). | tr_TR |
dc.identifier.uri | http://openaccess.hacettepe.edu.tr:8080/xmlui/handle/11655/8888 | |
dc.description.abstract | The aim of this study is to investigate the influence of a web-based corpus (WBC) teaching on learner autonomy, e-learning readiness level, use of vocabulary learning strategies, and vocabulary size development. This study was carried out at two state universities in the province of Ankara, Turkey during the spring term of the academic year 2017-2018. The study group consisted of one control and one experimental group, all of whom were ELT Department freshman students. Having a mixed method research design, both quantitative and qualitative data collection was carried out in the current research. As for the quantitative data, at the beginning and at the end of the study surveys of learner autonomy, e-learning readiness level, the use of vocabulary learning strategies and vocabulary size tests were administered to both groups. As for the qualitative data collection, semi-structured interviews were carried out with 9 control group students (5 males and 4 females) and 8 experimental group students (4 males and 4 females) from each group. The quantitative analysis of the dataset was conducted through the use of Multivariate Analysis of Variance/Covariance (MANOVA & MANCOVA) and Mixed Between-Within Subjects Analysis of Variance, while for the qualitative data, content analysis technique was run. The quantitative analysis yielded that there was no statistically significant difference between the groups’ scores. Lack of motivation, classroom teaching practices, time management issues were some of the points the interviewees highlighted in regard to their achievement. | tr_TR |
dc.description.tableofcontents | Abstract .............................................................................................................i
Öz .....................................................................................................................iii
Acknowledgements ..........................................................................................iv
List of Tables .....................................................................................................x
List of Figures .................................................................................................xiii
Symbols and Abbreviations ............................................................................xiv
Chapter 1 Introduction ..................................................................................... 1
Background of the Study.................................................................................. 1
Statement of the Problem ................................................................................ 4
Rationale of the Study...................................................................................... 6
Significance of the Study ................................................................................. 7
Research Questions ........................................................................................ 9 Limitations of the Study.................................................................................. 10
Definitions ...................................................................................................... 10
Chapter 2 Literature Review ............................................................................12
What Is CALL? ............................................................................................... 12
History of CALL .............................................................................................. 13
Developmental Stages of CALL ..................................................................... 14
Theoretical Aspect of CALL ........................................................................... 16
Conflicts in CALL ........................................................................................... 17
The Internet ................................................................................................... 18
The Use of the Internet .................................................................................. 18
What is Blended Learning? ............................................................................ 19
Web-Based Corpus ....................................................................................... 24
Corpus of Contemporary American English (COCA) ..................................... 25
Learner Autonomy ......................................................................................... 30
Definition of Autonomy and Its Historical Development ..................................32
Types of Autonomy ..........................................................................................34
Autonomy and Components ............................................................................35
Decision Making Process ................................................................................36
Autonomy and Culture .....................................................................................37
Contexts of Application ....................................................................................38
Autonomy and Current Time ............................................................................38
Readiness for e-Learning .................................................................................39
Language Learning Strategies .........................................................................40
Vocabulary Learning .........................................................................................40
Vocabulary Learning Strategies ........................................................................45
Theoretical Framework of the Study .................................................................49
Related Works ..................................................................................................50
The Need and Importance of the Study ............................................................57
Conclusion ........................................................................................................58
Chapter 3 Methodology ....................................................................................59
Research Design ..............................................................................................59
Setting and Participants ....................................................................................60
Data Collection ..................................................................................................67
Instruments ........................................................................................................67
Rationale of the Interviews .................................................................................69
Procedure of Data Collection .............................................................................69
Structure of the Courses ....................................................................................71
Quantitative Data Analysis .................................................................................73
Qualitative Data Analysis ...................................................................................75
Validity and Reliability of the Qualitative Studies ...............................................76
Tests Employed ..................................................................................................77
Chapter 4 Findings .............................................................................................79
Quantitative Findings ..........................................................................................79
Qualitative Findings .............................................................................................87
Chapter 5 Discussion .........................................................................................125
Learner Autonomy in the Control and Experimental Groups .............................125
e-Learning Readiness Level for Control and Experimental Groups ..................129
Use of Vocabulary Learning Strategies..............................................................130
Vocabulary Development of Control and Experimental Group Students............132
Chapter 6 Conclusion and Recommendations ..................................................136
Summary of the Study ........................................................................................136
Pedagogical Implications of the Study ................................................................140
Methodological Implications of the Study ............................................................141
Recommendations ..............................................................................................142
References ......................................................................................................... 146
APPENDIX A: Control Group Syllabus ............................................................... 174
APPENDIX B: Experimental Group Syllabus........................................................175
APPENDIX C: Control Group Classroom Seating Arrangement ........................ 181
APPENDIX D: Experimental Group Classroom Seating Arrangement ............... 182
APPENDIX E: Q_Q Normality Plots of Data ....................................................... 183
APPENDIX F: Interview Protocol……. ............................................................... 185
APPENDIX G: Consent Form ............................................................................. 186
APPENDIX H: Personal Information Form ......................................................... 187
APPENDIX I: Ethics Committee Approval .......................................................... 188
APPENDIX J: Declaration of Ethical Conduct .................................................... 189
APPENDIX-K: Dissertation Originality Report .....................................................190
APPENDIX-L: Yayımlama ve Fikrî Mülkiyet Hakları Beyanı.................................191 | tr_TR |
dc.language.iso | en | tr_TR |
dc.publisher | Eğitim Bilimleri Enstitüsü | tr_TR |
dc.rights | info:eu-repo/semantics/openAccess | tr_TR |
dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | * |
dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | * |
dc.subject | Web-based corpus | tr_TR |
dc.subject | Learner autonomy | tr_TR |
dc.subject | E-learning readiness | tr_TR |
dc.subject | Vocabulary learning strategies | tr_TR |
dc.subject | Vocabulary size | tr_TR |
dc.subject | Language learning | tr_TR |
dc.subject.lcsh | Konu Başlıkları Listesi::Eğitim | tr_TR |
dc.title | Technology Utilization in Teaching Vocabulary at Tertiary Level | tr_eng |
dc.title.alternative | Üniversite Düzeyinde Kelime Öğretiminde Teknoloji Kullanımı | tr_TR |
dc.type | info:eu-repo/semantics/doctoralThesis | tr_TR |
dc.description.ozet | Bu araştırmanın amacı web-tabanlı corpus (WTC) öğretiminin öğrenen özerkliğine, e-öğrenmeye hazırbulunuşukluğa, kelime öğrenme strateji kullanımına, ve kelime dağarcığı gelişimine etkisini incelemektir. Çalışma Ankara, Türkiye’de bulunan iki devlet üniversitesinde 2017-2018 akademik yılı bahar döneminde gerçekleştirilmiştir. Çalışma grubu bir kontrol ve bir deney grubundan oluşmakta olup tüm katılımcılar İngiliz Dili Eğitimi (İDE) Bölümü birinci sınıf öğrencilerinden oluşmaktadır. Araştırma karma desenli araştırma modeline sahip olduğu için hem nicel hem de nitel veri toplamala gerçekleştirilmiştir. Nicel veri olarak, dönemin başında ve sonunda her iki çalışma grubuna da öğrenen özerkliği, e-öğrenmeye hazırbulunuşluk, kelime öğrenme stratejileri kullanımı ve kelime dağarcığı entstürmanları verilmiştir. Nitel veri içinse kontrol grubundan 9 öğrenci (5 erkek, 4 kız), deney grubundan 8 öğrenci (4 kız, 4 erkek) ile yarı-yapılandırılmış görüşmeler gerçekleştirilmiştir. Nicel veri analizi için Çoklu Varyans/Kovaryans Analizi (MANOVA & MANCOVA) ve Tekrarlayan Ölçümlerde Grup İçi ve Gruplararası Varyans Analizi testleri uygulanırken, nitel veri analizi içinse içerik çözümlemesi gerçekleştirilmiştir. Nicel veri analizi istatistiksel olarak kontrol ve deney grubu öntest ve sontest arasında herhangi bir anlamlı değişiklik vermemiştir. Motivasyon düşüklüğü, sınıfiçi öğretim uygulamaları, zaman yönetimi sıkıntıları görüşme gerçekleştirilen öğrencilerin başarıları ile ilgili bahsettikleri noktalar arasında yer alıyor. | tr_TR |
dc.contributor.department | Yabancı Diller Eğitimi | tr_TR |
dc.embargo.terms | 2 yil | tr_TR |
dc.embargo.lift | 2021-09-17T06:08:47Z | |
dc.identifier.ORCID | https://orcid.org/0000-0003-0062-8589 | tr_TR |
dc.subject.eric | ERIC Thesaurus::Languages | tr_TR |