Untitled - ICT In Language Teaching

International Conference on ICT in Language Teaching
INTERNATIONAL CONFERENCE ON ICT IN LANGUAGE TEACHING
June, 4-5 2015 / ESKİŞEHİR
Bu proje T.C. Avrupa Birliği Bakanlığı, AB Eğitim ve Gençlik Programları Merkezi Başkanlığınca (Ulusal
Ajans http://www.ua.gov.tr) yürütülen Hayatboyu Öğrenme Programı (LLP) kapsamında ve Avrupa
Komisyonu'ndan sağlanan hibeyle gerçekleştirilmiştir. Ancak burada yer alan görüşlerden Ulusal
Ajans veya Avrupa Komisyonu sorumlu tutulamaz.
Temmuz 2015, Eskişehir
Yayın-Proje: Pınar Girmen
C. Murat Kandemir
Dizgi-Grafik:
Burak Yasin Yılmaz
Kapak Tasarımı:
Çağlar Okur
İletişim:
Eskişehir Osmangazi Üniversitesi
Eğitim Fakültesi
Meşelik Kampüsü
Merkez Eskişehir
26480 Türkiye
Tel: +90(222) 229 31 23
Faks: +90(222) 229 31 24
E-posta: egitim@ogu.edu.tr
International Conference on ICT in Language Teaching
Honor Committee
Prof. Dr. Mehmet ŞİŞMAN, Member of Higher Education Council
Prof. Dr. Hasan GÖNEN, Rector of Eskişehir Osmangazi University
Congress Chair
Selahattin TURAN
Organizing Committee Co-Chairs
Pınar GİRMEN
Celal Murat KANDEMİR
Organizing Committee
Necmi ÖZEN, Provincial Education Directorate Of Eskisehir
Barış HANCI, Provincial Education Directorate Of Eskisehir
İlknur ŞENTÜRK
Abdülkadir ÖZTÜRK
Ümit ÖZKANAL
İlknur YÜKSEL
Semra KIRANLI GÜNGÖR
Mehmet ERSOY
Ersin KARADEMİR
Zeynep YURTSEVEN AVCI
Derya YILMAZ
Ayşe DÖNMEZ
Elif AYDOĞDU ÖZOĞLU
Mehmet Fatih KAYA
Zeynep KILIÇ
Zeynep AKIN DEMİRCAN
Nidan OYMAN
Melis DEMİR
Ahmet TATAR, Provincial Education Directorate Of Eskisehir
Nurgül ÇOLAKER TOPALOĞLU, Provincial Education Directorate Of Eskisehir
International Conference on ICT in Language Teaching
Scientific Committee
Dr. Selahattin TURAN, Eskişehir Osmangazi University
Dr. M. Bahaddin ACAT, Eskişehir Osmangazi University
Dr. Hayati AKYOL, Gazi University
Dr. Mustafa Volkan COŞKUN, Muğla Sıtkı Koçman University
Dr. Ali Fuat ARICI, Yıldız Teknik University
Dr. Suat UNGAN, Karadeniz Teknik University
Dr. Adnan KARADÜZ, Erciyes University
Dr. Mustafa BAŞARAN, Bozok University
Dr. M. Eyüp SALLABAŞ, Yıldız Teknik University
Dr. Petros LAMERAS, Coventry University
Dr. Mandy ROHS, Technical University Kaiserslautern
Dr. Mikolaj SOBOCINSKI, Kazimierza Wielki University
Dr. Michal MOCHOCKI, Kazimierza Wielki University
Dr. Mihaela Mitescu Manea, Universitatea de Arte George Enescu IASI
Dr. Pınar GİRMEN, Eskişehir Osmangazi University
Dr. Zühal ÇUBUKÇU, Eskişehir Osmangazi University
Dr. Dilek BELET, Anadolu University
Dr. Celal Murat KANDEMİR Eskişehir Osmangazi University
Dr. Hüseyin ANILAN, Eskişehir Osmangazi University
Dr. Hilmi DEMİRAL, Eskişehir Osmangazi University
Dr. Yalçın BAY, Eskişehir Osmangazi University
International Conference on ICT in Language Teaching
CONTENTS
Conference Program
1
The Use of ICT in teaching English Literature
3
The Examination of Preservice English Teachers' Attitudes and Self-efficacy Perceptions on Computer
Assisted Instruction
4
ELT Preservice Teachers’ Perceptions on How to Use Technology in Language Class
5
Creating Digital Story: Sample Practice
6
The IOS applications in ELT: teaching opportunities and students' expectations
7
The Effect of Using Intelligent Tutoring System Educational Software on Students’ Academic
Achievement in Turkish Teaching
8
Foreign language teachers' discursive construction of professional development in an EFL context
9
Experience in Information and Communication Technology Supported Education
10
ICT in Teaching Turkish as a Foreign Language
11
Teacher Opinions Concerning The Use of ICT in Language Teaching Process
12
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The Use of ICT in teaching English Literature
Çağlar Demir 1
The Use of ICT in teaching English Literature Methods in teaching English literature have
undergone changes since digital media, ICT and internet took their places in our lives. It is certain
that the teachers of English have to create an interesting learning atmosphere to motivate the
language learners and the learners of English literature.Information communication Technologies
make students eager to learn about English poems and the novels written by different novelists in
different periods .The aim of this study is to open a new perspective for teachers of English literature
and discuss how enjoyable can the lesson be done through internet and ICT.
Keywords: ICT, Internet,English Literature, Teachers, Learners
1
Balıkesir University, erkandemir508@hotmail.com
International Conference on ICT in Language Teaching - 4
The Examination of Preservice English Teachers' Attitudes and Self-efficacy
Perceptions on Computer Assisted Instruction
Zühal Çubukçu 1, Gülçin Çeliker 2
The aim of this study is to examine the attitudes and self-efficacy perceptions of preservice English
teachers on computer-assisted instruction in terms of several variables and to determine the
relationship between attitudes and self-efficacy perceptions of the preservice English teachers.
Survey design which is a quantitative research method is used in this study. The sample of the study
consists of the preservice English teachers who study at the undergraduate program of English
teaching at the education faculties of the universities in Eskişehir during 2014-2015 academic year.
The data of the study is collected by using “The Attitude Scale Toward Making Computer Supported
Education” and “Self-efficacy Scale in relation to Computer Based Education” developed by Arslan
(2006). After analyzing the data of the study by using data analysis programme, the findings is
discussed within the context of literature and some suggestions is presented.
Keywords: Preservice English Teachers; Computer Assisted Instruction; Attitude; Self-efficacy
1
2
Eskişehir Osmangazi University, zuhal_cubukcu@hotmail.com
Eskişehir Osmangazi University, gulcinceliker@gmail.com
International Conference on ICT in Language Teaching - 5
ELT Preservice Teachers’ Perceptions on How to Use Technology in Language
Class
Ilknur YUKSEL1, Esra EREN2
The aim of this study is to examine the attitudes and self-efficacy perceptions of preservice English
teachers on computer-assisted instruction in terms of several variables and to determine the
relationship between attitudes and self-efficacy perceptions of the preservice English teachers.
Survey design which is a quantitative research method is used in this study. The sample of the study
consists of the preservice English teachers who study at the undergraduate program of English
teaching at the education faculties of the universities in Eskişehir during 2014-2015 academic year.
The data of the study is collected by using “The Attitude Scale Toward Making Computer Supported
Education” and “Self-efficacy Scale in relation to Computer Based Education” developed by Arslan
(2006). After analyzing the data of the study by using data analysis programme, the findings is
discussed within the context of literature and some suggestions is presented.
Keywords: Web 2.0 tools, language teaching, preservice teachers
1
2
Eskişehir Osmangazi University, iyuksel79@gmail.com
Eskişehir Osmangazi University, eeren@ogu.edu.tr
International Conference on ICT in Language Teaching - 6
Creating Digital Story: Sample Practice
Mehmet Fatih KAYA1
Storytelling is the practice of combining narrative with digital content, including images, sound, and
video, to create a short movie (2-3 minutes), typically with a strong emotional component. A story
uses visuals, scenes, narration with music and (sometimes) vitalisation, combines creating
storyboard, writing scenario, reviewing and production process, creates video projects published
different types and supports researching a ideas through technology. Digital stories can be used in
the context of alternative instructional materials, project based learning, Parent-Student-Teacher
interaction, documenting students’ development, increasing self-confidence and self expression skill,
creativity, motivation and Teknopedagogic Content Knowledge. The aim of this study is to determine
language (primary, Turkish and English) teachers’ opinions about digital story. In this study
Qualitative Research Method has been used. The datas has been collected by structured interviews,
and written opinions are collected. The participants are 30 teachers training about Creating Digital
Story for 5 days. The results show that teachers has positive attitudes digital stories and creating
them; they want to use different lessons, if they have time, they want to prepare these digital story
videos.
Keywords: ICT, digital story, digital storytelling
1
Eskişehir Osmangazi University, mfatihkaya11@gmail.com
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The IOS applications in ELT: teaching opportunities and students' expectation
Davran (Davronzhon) Gaipov 1
The study deals with exploration of contemporary IOS applications intended for ELT classrooms. It
aims at studying teachers' beliefs and students' expectations regarding ICT in ELT. The study has been
carried out with the freshman of Suleyman Demirel University in Almaty, Kazakhstan. A small-scaled
data has been collected on teachers'beliefs and students' expectations towards ICT in ELT incuding
IOS applications. Next, the data has been discussed and some practical recommendations have been
proposed upon conclusion.
Keywords: IOS application, digital natives, digital immigrants
1
Suleiman Demirel University, davran.gaipov@sdu.edu.kz
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The Effect of Using Intelligent Tutoring System Educational Software on Students’
Academic Achievement in Turkish Teaching
Ümit DEMİR1
The purpose of this research is to explore the effect of determinig and fixing misconceptions of
students by using evaluation systems at Intelligent Tutoring Systems (ITS) on students' academic
success in Turkish Language Education. Pretest-post test experimental design with control group was
used for the research. ITS software was used in the experiment group, whereas the control group
used no software. The sample of the study was 57 students of Mehmet Akif Ersoy Vocational and
Technical Anatolian High School in Çanakkale. An instruction software designed by researcher was
used to fix misconceptions of the students. Following the 4-week experimental procedures at the end
of 5th week, students' academic success was determined by post test. As a result of the research,
academic achievement gap between pretest and post test in the experiment group a significant
difference [t(28)=-3.33, p<.05] was found.
Keywords: Misconceptions, Intelligent Tutoring Systems, Computer Asisted Instruction, Instructional
Software Design
1
Çanakkale Mehmet Akif Ersoy Vocational and Technical Anatolian High School, umit.demir@deu.edu.tr
International Conference on ICT in Language Teaching - 9
Foreign language teachers' discursive construction of professional development in
an EFL context
Farzaneh Dehghan 1
The way teachers evaluate themselves in relation to their career (professional identity) and the way
they try to develop different knowledge types, skills,
and competencesin their
field )professional development (are important issues in teacher education area .This study
aims at exploring how eight foreign language teachers)all females( discursively construct
theirprofessional identity and development while they are interacting with others in different layers
of their social context. ticipants were included in a virtual group in a mobileThe parphone
social network. The group and the discussions were administered by the researcher. The teachers
also took part in individual interviews with the researcher. Based on Wenger's three modes of
longing and van Leeuwenbe's model of social actors, this study showed howthese language
teachers make perceptions of the concept of professional development and their own professional
identity through interactions that they had with the social context in which they live and work. The
results indicated that for this group of teachers, the obstaclesto gain a professional identity of
self and one's career are constructed and reconstructed through constant interaction with other
context participants in the social.
Keywords: professional development, teacher training, discursive construction, discourse
1
Farhangian University, fdehghan175@gmail.com
International Conference on ICT in Language Teaching - 10
Experience in Information and Communication Technology Supported Education
Muammer Akcay 1
Information and communication technology (ICT) is a new trend in the education system. All of the
partners in the education system need to be communicate. Especially the instructors and students
have to communicate and exchange information. Course management tools help instructors to
communicate better with the students. There are five steps in the education systems to use ICT.
Those are follows: 1. Select appropriate equipment, tools, and software 2. Developing content of
educational materials 3. Using ICT in teaching / testing 4. Hands on experience with ICT for instructor
and students 5. Managing and measuring ICT usage In this study, teaching experience will be
discussed at computer related courses.
Keywords: Information and Communication Technology, ICT, Education
1
Dumlupinar University, makcay26@gmail.com
International Conference on ICT in Language Teaching - 11
ICT in Teaching Turkish as a Foreign Language
Burak Yasin YILMAZ1
Language teaching in the world is old. However the history of teaching Turkish is not that old. There
are only several litterateurs about teaching Turkish such as Kasgarli Mahmut at 11th century, several
dictionary and grammar books. There is not any practice since 1950 which the Turkish language has
started to teach at the universities. Ankara University Turkish Language Center (TCL) has started to
teach Turkish as a foreign language at 1984. The planing, practicing, assessment of foreign language
are field of education, grammar, description of the member of language, individualistic and societal
use of the language, language learning are subject of linguistcs. Manager, teachers and students are
important as methods used in Language learning. When we compare the policy of language teaching,
methods of other countries with Turkey, we can say that we are more behind them in this field.
Generally, three level has been determined as elementary, intermediate and advanced in teaching
Turkish as a foreign language and teaching is done accordingly. textbook (main course book),
workbooks and audio tapes are being used in these teaching activities. We want to using more ICT
for teaching Turkish as a foreign language. Using effective ICT in teaching Turkish as a foreign
language is important for reaching the goals and evolation of language teaching. According as
widespread of the internet, direct and indirect contribution of ICT to learning won extraordinary
speed. The place of yesterday's language labs replaced by today's multimedia activities. Audio, image
and text that used a combination of these activities are achievement by using ICT and it is needed
about serious studies in this matter. It aims to examine theses in teaching Turkish as a foreign
language and usage of ICT in these theses exhaustivly. Datas was obtained from Turkey Council of
Higher Education Thesis Center. 60 theses of master in teaching Turkish as a foreign language.
Because only sixty theses had been written in division of teaching Turkish as a foreign language.
Keywords: Turkish as a Foreign Language, ICT, teaching
1
Eskisehir Osmangazi University, burakyilmaz@ogu.edu.tr
International Conference on ICT in Language Teaching - 12
Teacher Opinions Concerning The Use of ICT in Language Teaching Process
Mehmet Fatih KAYA1, Nidan OYMAN2
The purpose of this study is to determine the participating teachers’ views about using ICT in the
learning process the teachers’ views. The datas were revealed via interviews, analyzed with the
content analysis method and classified in line with the research purposes. The participants of the
study were 20 teachers (4 Turkish teachers, English teachers, 4 Primary School teachers and 1st grade
teachers) from state schools in Eskisehir (Turkey). They has been chosen via maximum differentiation
technique. As a result the teachers has positive views for students )success, motivation, getting
attention and interest, easy, permanent and meaningful learning), for teachers (reducing workload,
competence using of technology), for preparation to lesson (supply of e-learning content,
introduction to the course), for teaching-learning process (games, enriching learning environment,
appealing multiple senses, attendance) and assessment process (early literacy, listening-visual
reading skills, evaluation method and techniques). Besides they stated that they use ICT (computer,)
for different purposes in their courses. Finally, despite the problems, the teachers has positive views
about using ICT in language teaching process.
Keywords: ICT, Language Teaching, ICT in Language Teaching
1
2
Eskişehir Osmangazi University, mfatihkaya11@gmail.com
Eskişehir Osmangazi University, nidanoymann@hotmail.com