Attitude towards Mobile Learning in English Language Education
Abstract
:1. Introduction
2. Methodology
2.1. Sample, Sampling Technique and Study Instrument
2.2. Measurement and Analysis
3. Results
3.1. Demographical Information
3.2. Results of Qualitative Data Analysis
“Bilgilere hızlıca ulaşıyorum, Tenefüslerde, otobüslerde, otobüs beklerken filan kulanıyorum ve faydalı buluyorum”.
“I can access information quickly during break time of my courses, on buses, while waiting for a bus, and I think it is beneficial” (participant 34).
“Kelimelerin anlamlarını daha hızlı öğrenmek için ve bazı grammer konularını tekrar için daha hızlı ulaşabliyorum”.
“I can access information quickly in order to learn meanings of words more quickly and to repeat some grammar issues” (participant 78).
“Herşey daha hızlı ve yanımızda istediğimiz an istediğimiz şeye ulaşabiliyoruz”.
“Everything is quicker and near us, so we can reach whatever we want whenever we want” (participant 57).
“Hemen elimizin altında sözlük bulunuyor öğretmen olmadığı zaman bir konuyu sorabiliyoruz”.
“With these mobile devices we have a dictionary in our hands so we can reach everything we want to ask when our instructor is not available” (participants 189).
“Kelimeleri cümle içinde kullanan bir uygulama çünkü bazı kelimelerin collocationları var”
“An application that uses vocabularies in sentences since some words have their collocations.” (participant 179)
“Online yarışma şeklinde bu şekilde daha kolay bağımlılık yapıyor ve öğrenmek için değil eğlenmek için gelindiğinde daha etkili oluyor”
“I like online competitions since they make us more dependent on engaging in that way and when we use them for entertainment purposes rather than learn something, it is more effective.” (participant 264)
“Çok amaçlı bir sözlük tasarlardım.Her sözcük için kurulu cümlelerin olduğu, hem türkçesinin hem ingilizcesinin ve bütün kullanımlarının oldugu bir uygulama tasarladım.”
“I may design a multi-purpose dictionary application in which there are example sentences for each word, Turkish and English equivalents of each word, and their usage as well.” (participant 91)
3.3. Results of Quantitative Data Analysis
4. Discussion and Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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Websites & Mobile Application | Frequency |
---|---|
Tureng | 121 |
TED | 18 |
Quizlet | 17 |
Sesli Sözlük | 14 |
Google Translate | 13 |
Oxford Dictionary | 11 |
British Council | 10 |
Memrise | 9 |
Duolingo | 9 |
Voscreen | 6 |
Cambridge Dictionary | 6 |
Longman Active Study Dictionary | 4 |
Macmillan | 4 |
LinguaLeo | 3 |
Yandex | 3 |
BBC | 3 |
British Council Podcast | 1 |
News in Levels | 1 |
Dyned | 1 |
Quara | 1 |
Coursera | 1 |
Ozdic | 1 |
1 | |
EDx | 1 |
Meriam Webster | 1 |
Dictionary | 2 |
Zargan Dictionary | 1 |
Design Suggestions | Frequency |
---|---|
Vocabulary practicing | 23 |
More effective and useful dictionary | 14 |
Collocation practicing | 9 |
Listening practice | 9 |
Entertainment | 9 |
Grammar | 6 |
Speaking practice | 3 |
Conversation | 3 |
Reading Practice | 3 |
Using vocabularies in sentences | 3 |
Proficiency exam practice | 2 |
Prioritizing visual memory | 2 |
e.g., Duolingo | 1 |
e.g., Voscreen | 1 |
Consistent with used workbooks | 1 |
Question and answer application such as quiz shows | 1 |
Game-based and pronunciation-based | 1 |
Chatting and talking with foreign friends | 1 |
User-friendly and visually rich | 1 |
Topic-related film and series video parts | 1 |
Optimum level for all users | 1 |
Translation | 1 |
Translation of phrasal verbs | 1 |
Gender | n | Mean | SD | t-cal | t-crit | df | p |
---|---|---|---|---|---|---|---|
Female | 157 | 2.72 | 0.56 | −1.52 | 1.96 | 292 | 0.13 |
Male | 137 | 2.83 | 0.63 |
Faculty Groups | Mean | SD | n |
---|---|---|---|
Faculty of Architecture | 2.77 | 0.46 | 15 |
Faculty of Arts and Sciences | 2.60 | 0.61 | 69 |
Faculty of Economics and Administrative Sciences | 2.71 | 0.63 | 38 |
Faculty of Education | 2.89 | 0.52 | 69 |
Faculty of Engineering | 2.82 | 0.61 | 99 |
Source | SS | df | MS | F | η2 |
---|---|---|---|---|---|
Faculty group | 3.44 | 4 | 0.86 | 2.49 * | 0.03 |
Error | 98.34 | 285 | 0.35 | ||
Total | 101.78 | 289 |
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Yurdagül, C.; Öz, S. Attitude towards Mobile Learning in English Language Education. Educ. Sci. 2018, 8, 142. https://doi.org/10.3390/educsci8030142
Yurdagül C, Öz S. Attitude towards Mobile Learning in English Language Education. Education Sciences. 2018; 8(3):142. https://doi.org/10.3390/educsci8030142
Chicago/Turabian StyleYurdagül, Cemil, and Saba Öz. 2018. "Attitude towards Mobile Learning in English Language Education" Education Sciences 8, no. 3: 142. https://doi.org/10.3390/educsci8030142
APA StyleYurdagül, C., & Öz, S. (2018). Attitude towards Mobile Learning in English Language Education. Education Sciences, 8(3), 142. https://doi.org/10.3390/educsci8030142