THE EFFECTS OF ENGLISH LANGUAGE TEACHING ENRICHED WITH DIGITAL APPLICATIONS ON TEACHER COGNITION AND STUDENT BELIEFS

Aslıhan Arıkan; Dilek Peçenek

Makale detayları

THE EFFECTS OF ENGLISH LANGUAGE TEACHING ENRICHED WITH DIGITAL APPLICATIONS ON TEACHER COGNITION AND STUDENT BELIEFS

Yazarlar:

Aslıhan Arıkan | Dilek Peçenek

Yayıncı:

Ankara University

Ana Başlıklar:

Uygulamalı Dilbilim ve Eğitim Dilbilimi

Dergi:

Dil Dergisi Vol.175 Issue 2, pp.27-70

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001337543

pISSN:

1300-3542

Anahtar kelimeler:

Özet:

 The purpose of this study was to determine whether English language teaching enriched with digital applications had an impact on teacher cognition and student belief. 49 English teachers working at the K12 level at a private schools campuses in 35 different cities and 214 students of these teachers participated in this research. With this diversity, it was aimed to increase the representative power of the sample. In order to determine teachers cognition and student beliefs towards English Language Teaching, an online questionnaire on English Language Teaching enriched with digital applications was administered to both teachers and students. Following the in-service training on English language education enriched with digital applications, teachers implemented the in-class practices with their students, and the questionnaire was administered again. It was investigated whether this process created a change in teachers cognition and student beliefs or not. When the pre- and post-surveys were compared, the results showed that in-service training had a positive impact on teachers cognitions and students beliefs. Besides, the parallel rise in teacher and student results emphasized the cyclical effect of teacher cognition on classroom practices and student beliefs. This study contributes to English Language Teaching ELT field by investigating the effects of English Language Teaching enriched with digital applications at the K-12 level on teacher cognition and student beliefs, as well as providing the opportunity to observe the lessons using the trilogy method fed from three different perspectives: teacher, student, and observer.

 The purpose of this study was to determine whether English language teaching enriched with digital applications had an impact on teacher cognition and student belief. 49 English teachers working at the K12 level at a private schools campuses in 35 different cities and 214 students of these teachers participated in this research. With this diversity, it was aimed to increase the representative power of the sample. In order to determine teachers cognition and student beliefs towards English Language Teaching, an online questionnaire on English Language Teaching enriched with digital applications was administered to both teachers and students. Following the in-service training on English language education enriched with digital applications, teachers implemented the in-class practices with their students, and the questionnaire was administered again. It was investigated whether this process created a change in teachers cognition and student beliefs or not. When the pre- and post-surveys were compared, the results showed that in-service training had a positive impact on teachers cognitions and students beliefs. Besides, the parallel rise in teacher and student results emphasized the cyclical effect of teacher cognition on classroom practices and student beliefs. This study contributes to English Language Teaching ELT field by investigating the effects of English Language Teaching enriched with digital applications at the K-12 level on teacher cognition and student beliefs, as well as providing the opportunity to observe the lessons using the trilogy method fed from three different perspectives: teacher, student, and observer.

 The purpose of this study was to determine whether English language teaching enriched with digital applications had an impact on teacher cognition and student belief. 49 English teachers working at the K12 level at a private schools campuses in 35 different cities and 214 students of these teachers participated in this research. With this diversity, it was aimed to increase the representative power of the sample. In order to determine teachers cognition and student beliefs towards English Language Teaching, an online questionnaire on English Language Teaching enriched with digital applications was administered to both teachers and students. Following the in-service training on English language education enriched with digital applications, teachers implemented the in-class practices with their students, and the questionnaire was administered again. It was investigated whether this process created a change in teachers cognition and student beliefs or not. When the pre- and post-surveys were compared, the results showed that in-service training had a positive impact on teachers cognitions and students beliefs. Besides, the parallel rise in teacher and student results emphasized the cyclical effect of teacher cognition on classroom practices and student beliefs. This study contributes to English Language Teaching ELT field by investigating the effects of English Language Teaching enriched with digital applications at the K-12 level on teacher cognition and student beliefs, as well as providing the opportunity to observe the lessons using the trilogy method fed from three different perspectives: teacher, student, and observer.

 Bu çalışmada, dijital uygulamalarla zenginleştirilmiş İngilizce öğretiminin öğretmen bilişi ve öğrenci inanışı üzerine etkisi araştırılmıştır. Araştırmaya, özel bir okulun 35 farklı ildeki K12 düzeyinde görev yapan 49 İngilizce öğretmeni ve bu öğretmenlerin 214 öğrencisi katılmıştır. Bu çeşitlilik ile örneklemin temsil gücünün arttırılması hedeflenmiştir. Öğretmen bilişi ve öğrenci inanışını tespit etmek amacıyla öğretmen ve öğrencilere dijital uygulamalarla zenginleştirilmiş İngilizce öğretimine yönelik çevrimiçi bir anket uygulanmıştır. Dijital uygulamalarla zenginleştirilmiş İngilizce öğretimine yönelik hizmetiçi eğitimin ve öğretmenlerin öğrencilerine uyguladıkları sınıf içi uygulamaların ardından anket yeniden uygulanmıştır. Eğitim öncesinde ve sonrasında uygulanan anketler karşılaştırıldığında, dijital uygulamalarla zenginleştirilmiş İngilizce öğretimine yönelik hizmet içi eğitiminin, öğretmen bilişi ve öğrenci inanışı üzerinde olumlu etkisi olduğu ortaya çıkmıştır. Ayrıca, öğretmen ve öğrenci anket sonuçlarında görülen paralel yükseliş, yabancı dil sınıflarında öğretmen bilişinin döngüsel bir şekilde sınıf uygulamalarına ve öğrenci inanışına olan etkisini vurgulamıştır. Bu çalışma, hem K-12 düzeyinde dijital uygulamalarla zenginleştirilmiş İngilizce öğretiminin öğretmen bilişi ve öğrenci inanışı üzerine etkilerini incelemesi hem de, öğretmen, öğrenci ve gözetmen olmak üzere, üç farklı bakış açısından beslenen üçleme yöntemiyle gözlem olanağı sağlaması nedeniyle İngiliz dili eğitimi ELT alanına bir katkı niteliğindedir.

Makale detayları

THE EFFECTS OF ENGLISH LANGUAGE TEACHING ENRICHED WITH DIGITAL APPLICATIONS ON TEACHER COGNITION AND STUDENT BELIEFS

Yazarlar:

Aslıhan Arıkan | Dilek Peçenek

Yayıncı:

Ankara University

Ana Başlıklar:

Uygulamalı Dilbilim ve Eğitim Dilbilimi

Dergi:

Dil Dergisi Vol.175 Issue 2, pp.27-70

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001337543

pISSN:

1300-3542

Keywords: Enriched English Language Teaching

In-Service Training

Digital Applications

Teacher Cognition

Student Beliefs

MotivationAnahtar Kelimeler: Zenginleştirilmiş İngilizce Dil Öğretimi

Hizmet içi eğitim

Dijital Uygulamalar

Öğretmen Bilişi

Öğrenci İnanışları

Güdülenme

Sayı

Makale detayları

Yazarlar: Aslıhan Arıkan | Dilek Peçenek

Yayıncı: Ankara University

Ana Başlıklar: Uygulamalı Dilbilim ve Eğitim Dilbilimi

Dergi: Dil Dergisi Vol.175 Issue 2, pp.27-70

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001337543

pISSN: 1300-3542

Sayı

Yazarlar:

Aslıhan Arıkan | Dilek Peçenek

Yayıncı:

Ankara University

Ana Başlıklar:

Uygulamalı Dilbilim ve Eğitim Dilbilimi

Dergi:

Dil Dergisi Vol.175 Issue 2, pp.27-70

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001337543

pISSN:

1300-3542