Digital technology use by the students and english teachers and self-directed language learning
Article Sidebar
Main Article Content
Abstract
Abstract: The digital era is a new challenge for teachers. While children get acquainted with the digital technology before the age of six, teachers, who have encountered with the digital world at a later time in their lives, struggle with it. Self-directed learning, which is crucial for lifelong learning, can be enhanced by the use technology particularly beyond the classroom settings. The aim of this study was to examine the difference between the perceptions of 5-8 graders in low and high income groups about their technology use skills and their English teachers’ technology use skills. It also tested the correlation between their perceptions of their self-directed language learning behaviors and their technology use skills as well as their English teachers’ technology use skills. The population of the study consisted of 145 students. Inter group comparisons and correlational research methods were adopted. The results indicated that the low and high income students’ perceptions did not differ regarding their own technology use skills, and similarly their English teachers’ technology use skills. There was no correlation between the perceptions of the low/high income group combination regarding their technology use skills and their English teachers’ technology use skills. And lastly, their perceptions on their self-directed learning behaviors did not correlate with their perceptions on their technology use skills and their English teachers’ technology use skills. The educational implications of these results were discussed and suggestions were put forward so as to produce more effective learning environments.  Â
Keywords: Digital technology; self-directed learning; ELT, English teacherÂ
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
World Journal on Educational Technology: Current Issues is an Open Access Journal. The copyright holder is the author/s. Licensee Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi, North Nicosia, Cyprus. All articles can be downloaded free of charge. Articles published in the Journal are Open-Access articles distributed under CC-BY license [Attribution 4.0 International (CC BY 4.0)].
Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi (BD-Center)is a gold open-access publisher. At the point of publication, all articles from our portfolio of journals are immediately and permanently accessible online free of charge. BD-Center articles are published under the CC-BY license [Attribution 4.0 International (CC BY 4.0)], which permits unrestricted use, distribution, and reproduction in any medium, provided the original authors and the source are credited.
References
Ajzen, I. (1982). Equity in Attitude Formation and Change. In Jerald Greenberg & Ronald L. Cohen (Eds.). Equity and Justice in Social Behavior (Pp. 161-183). New York: Academic Press.
Becker, H. J. (1999). Internet Use by Teachers: Conditions of Professional Use and Teacher-Directed Student Use. Teaching, Learning, and Computing: 1998 National Survey. Report# 1.
Bull, J., & Mckenna, C. (2004). A Blueprint for Computer-Assisted Assessment. London: Routledgefalmer.
Demirtas, I., & Sert, N. (2010). English Education at University Level: Who is at The Center of the Learning Process? Novitas-ROYAL (Research on Youth and Language), 4 (2), 159-172.
Dickinson, L. (1995). Autonomy and Motivation a Literature Review. System,23(2), 165-174.
Dogramaci, E. and Radcliffe D. (2015). How Turkey Uses Social Media. From <http://www.digitalnewsreport.org/essays/2015/how-turkey-uses-social-media> (Retrieved August 15, 2015)
Dornish, M. (2013). The Digital Divide in Classrooms: Teacher Technology Comfort and Evaluations. Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research, 30(3), 210-228.
Education Reform Initiative (ERI) (2013). Turkey’s Fatih Project: A Plan to Conquer the Digital Divide or a Technological Leap of Faith. From http://erg.sabanciuniv.edu/sites/erg.sabanciuniv.edu/files/fatih.rapor_.eng_.son_.pdf (Retrieved August 22, 2015)
Erben, T., Ban, R., & Castañeda, M. (2009). Teaching English Language Learners through Technology. New York: Routledge.
Fosnot, C. T., & Perry, R. S. (1996). Constructivism: A Psychological Theory of Learning. Constructivism: Theory, Perspectives, and Practice, 8-33.
Fotos, B. & Browne, C. M. (2004). Conclusion. In B. Fotos & C. M. Browne (Eds.). New Perspectives on CALL for Second Language Classrooms. New Jersey: Lawrence Erlbaum Associates.
Garrison, D. R. (1997). Self-Directed Learning: Toward a Comprehensive Model. Adult Education Quarterly, 48(1), 18-33.
Harmer, J. (2007). The Practice of English Language Teaching. Edinburgh Gate: Pearson Education Limited.
Hayta, F. Yaprak, Z. (2013). Learner Autonomy and Computer Technology as a Facilitator of Autonomous Language Learning. Journal of Educational and Instructional Studies in The World, 3(2),56-63.
Kim, B. (2001). Social Constructivism. Emerging Perspectives on Learning, Teaching, and Technology, 1(1), 16.
Lindell, M. K., & Perry, R. W. (2012). The Protective Action Decision Model: Theoretical Modifications and Additional Evidence. Risk Analysis, 32(4), 616-632.
Little, D. (1995). Learning as Dialogue: The Dependence ıf Learner Autonomy on Teacher Autonomy. System, 23(2), 175-181.
Liu, C. H., & Matthews, R. (2005). Vygotsky's Philosophy: Constructivism and its Criticisms Examined. International Education Journal, 6(3), 386-399.
Marketing Unbound (MU) (2013). With a Large Population of Digital Natives, Turkey is on The Verge of a Media Revolution. From <http://www.economistgroup.com/marketingunbound/the-next-big-thing/with-a-large-population-of-digital-natives-turkey-is-on-the-verge-of-a-media-revolution> (Retrieved August 2, 2015)
Mocker, D. W., & Spear, G. E. (1982). Lifelong Learning: Formal, Nonformal, Informal, and Self-Directed. Information Series No. 241.
Moore, M. G. (1972). Learner Autonomy: The Second Dimension of Independent Learning. Convergence, 5(2), 76-88.
Nunan, D. (2015). Teaching English to Speakers of Other Languages. New York: Routledge.
Onedio (2015). 20 Maddede Türkiye Sosyal Medya İstatistikleri. From <http://onedio.com/haber/20-maddede-turkiye-sosyal-medya-istatistikleri-427627> (Retrieved August 3, 2015)
Öz, H. (2014). Pre-Service English Teachers’ Perceptions of Web-Based Assessment in A Pedagogical Content Knowledge Course. Procedia-Social and Behavioral Sciences, 141, 45-58.
Paris, S. G., & Paris, A. H. (2001). Classroom Applications of Research on Self-Regulated Learning. Educational Psychologist, 36(2), 89-101.
Pettis, J. (2002). Developing our Professional Competence: Some Reflections. In Jack C. Richards & Willy A. Renandya (Eds.). Methodology in Language Teaching: An Anthology of Current Practice (Pp. 393-394). Cambridge: Cambridge University Press.
Phillips, D. C. (1995). The Good, The Bad, and The Ugly: The Many Faces of Constructivism. Educational Researcher, 5-12.
Ryan, G. (1993). Student Perceptions about Self-Directed Learning in a Professional Course Implementing Problem-Based Learning. Studies in Higher Education, 18(1), 53-63.
Toyoda, E., & Harrison, R. (2002). Categorization of Text Chat Communication Between Learners and Native Speakers of Japanese. Language Learning & Technology, 6(1), 82-99. From <http://www.llt.msu.edu/vol6num1/toyoda/default.html> (Retrieved August 22, 2015).
Victori, M., & Lockhart, W. (1995). Enhancing Metacognition in Self-Directed Language Learning. System, 23(2), 223-234.
Walker, A. & White, G. (2013). Technology Enhanced Language Learning. United Kingdom: Oxford University Press.
Walker, S. O., & Plomin, R. (2006). Nature, Nurture, and Perceptions of the Classroom Environment as They Relate to Teacherâ€Assessed Academic Achievement: A Twin Study of Nineâ€Yearâ€Olds. Educational Psychology, 26(4), 541-561.
Yang, N. D. (1998). Exploring a New Role for Teachers: Promoting Learner Autonomy. System, 26(1), 127-135.
Zimmerman, B. J. (2007). Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis. In Dale H. Schunk & Barry J. Zimmerman (Eds.). Self-Regulation of Learning and Performance: Issues And Educational Applications (Pp. 1-37). Mahwah, New Jersey: Lawrence Erlbaum Associat