Author
Baş, B., Yıldırım, Tuğba
Publication Date
2018-07-14
Publication Place
-
Mehmet Kurudayıoğlu
Subject
Teaching Turkish as a foreign language, Technology integration, Web 2.0 tools, Motivation, Creativity, Teaching Turkish as a foreign language, Technology integration, Web 2.0 tools, Motivation, Creativity
Type
Periodical
Language
Turkish
Digital
Yes
Manuscript
No
Library
Özyeğin University
Library Asset ID
2147-6020
Record ID
2612e882-30b6-4ce8-b359-f75f59dc00ba
Library Location
Preparatory English Program
Date
2018-07-14
Sample Text
Today, many educational environments for the language teaching process have tended to integrate with innovations in digital technologies. In the words of Kevin Jarrett, “We are in a time when we cannot talk about T-E-A-C-H (teaching) without T-E-C-H (technology).” Based on this, this study evaluated the integration of technology into the educational environments that will be created in the process of teaching Turkish as a foreign language. This research, based on a case study approach, aims to determine how the inclusion of Web 2.0-based technologies in teaching Turkish to foreigners affects students' motivation and creativity. The study group was formed with 10 students learning Turkish at B1 level at Yıldız Technical University TÖMER. With the Web 2.0 tools Voki, Pixton and Padlet, 6 lesson hours in the classroom and 4 lesson hours outside the classroom were implemented within 3 weeks. Following the application, interviews were held with students and language teachers regarding motivation and creativity. It has been concluded that the Web 2.0 tools used improve students' motivation, contribute to their creativity, and offer flexible opportunities to language teachers, but it would be more beneficial to use these tools purposefully and occasionally., We sail through the 21st century where technology has taken a hold in today's society. With the influence of innovations in digital technologies, we are embedded in a time where we can't spell teach without T-E-C-H as Kevin Jarrett (2008) once said. Along with developments in language teaching, new approaches have also emerged. Of all language teaching approaches and methods, CALL (Computer Assisted Language Learning), which is the search for and study of applications of the computer in language teaching and learning (Levy, 1997: 1), stands out for technology integration. Using a case study approach, this study aims to investigate how incorporating web-based technology into Turkish language teaching curriculum affects students’ motivation and creativity. Along with the thoughtful application of second language pedagogy, Web 2.0 tools such as “Voki, Padlet, Pixton” have been implemented in A2 level Turkish language classes at Yıldız Technical University TÖMER for 10 class periods. Qualitative data were collected through multiple data sources, including direct observations, in/outside class projects, and reflections. Following the applications, interviews regarding motivation and creativity were held with the teachers and the students. The main conclusion that can be drawn is that applied Web 2.0 tools improve students' motivation, contribute to their creativity, and provide numerous opportunities for language instructors. The present findings also confirm that only the effective technology integration with clear goals and proper methods maximize the potential of these tools.
Cilt
6
