nach oben

Education and Information Technologies

Erschienen in:

09.03.2019

A new trend in preparing for foreign language exam (YDS) in Turkey: Case of WhatsApp in mobile learning

verfasst von: Mustafa Saritepeci, Ali Duran, Uğur Ferhat Ermiş

Erschienen in: Education and Information Technologies | Ausgabe 5/2019

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

This study has sought to reveal perceptions towards the employment of WhatsApp in foreign language learning, especially preparing for a national academic language exam. In this sense, this study is supposed to make contribution to employing WhatsApp in educational contexts. This study, designed as a case study, is to investigate the pros and cons of WhatsApp usage during preparations of foreign language proficiency exams. A total of 29 participants with different demographics and characteristics were recruited in this study. During the preparation for an academic exam called Foreign Language Exam (YDS), WhatsApp was included as a learning community to reinforce the activities conducted in regular classroom. Following the training period, the data were collected through a semi-structured interview form, prepared by the researchers. Content analysis method was used to analyses data. The findings indicate that according to participant's views, WhatsApp-supported foreign language activities have provided active learning, continuity of learning, learner-instructor interaction, learner satisfaction and motivation to learn foreign languages. However, the most frequently repeated code related to the weaknesses of WhatsApp activities is that this process is limited impact to ensure deeply learning and so these activities provide only superficial information.

Vorheriger Artikel Applying the technology acceptance model to understand maths teachers’ perceptions towards an augmented reality tutoring system

Nächster Artikel Effects of B-learning and F2F on college students’ engagement and retention in QBASIC programming

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Abulela, N., & Walter, U. (2013). M-learning with WhatsApp: A conversation analysis. In E. Ivala (Ed.), Proceedings of the 8th International Conference on e-Learning. Cape Town: Cape Peninsula University of Technology.

Akın, G. (2016). Evaluation of national foreign language test in Turkey. Asian Journal of Educational Research, 4(3), 11–21.

Akpınar, K. D., & Çakıldere, B. (2013). Washback effects of high-stakes language tests of Turkey (KPDS and UDS) on productive and receptive skills of academic personnel. Journal of Language and Linguistic Studies, 9(2), 81–94 Retrieved from http://www.jlls.org/vol9no2/81-94.pdf.

Alavinia, P., & Qoitassi, K. (2013). On the viability of vocabulary learning enhancement through the implementation of MALL: The case of Iranian EFL learners. Journal of Language Teaching and Research, 4(2), 412–426. https://doi.org/10.4304/jltr.4.2.412-426.CrossRef

Alhawiti, M. (2015). The Effect of mobile language learning on ESP Students’ achievement. Journal of Modern Education Review, 5(3), 272–282. https://doi.org/10.15341/jmer(2155-7993)/03.05.2015/007.CrossRef

Aljaad, N. H. M. (2017). Whatsapp for educational purposes for female students at college of education-King Saud University. Education, 137(3), 344–366.

Allagui, B. (2014). Writing through WhatsApp: An evaluation of students writing performance. Int. J. Mobile Learning and Organisation, 8, 216–231. https://doi.org/10.1504/IJMLO.2014.067022.CrossRef

Alsaleem, B. I. A. (2013). The effect of “Whatsapp” electronic dialogue journaling on improving writing vocabulary word choice and Voice of EFL undergraduate Saudi students. Arab World English Journal, 4(3), 213–225.

Anglano, C. (2014). Forensic analysis of WhatsApp Messenger on Android smartphones. Digital Investigation, 1–13. https://doi.org/10.1016/j.diin.2014.04.003.

Ashiyan, Z., & Salehi, H. (2016). Impact of WhatsApp on learning and retention of collocation knowledge among Iranian EFL learners. Advances in Language and Literary Studies, 7(5), 112–127. https://doi.org/10.7575/aiac.alls.v.7n.5p.112.CrossRef

Awada, G. (2016). Effect of WhatsApp on critique writing proficiency and perceptions toward learning. Cogent Education, 3, 1264173. https://doi.org/10.1080/2331186X.2016.1264173.CrossRef

Barhoumi, C. (2015). The effectiveness of WhatsApp mobile learning activities guided by activity theory on students' knowledge management. Contemporary Educational Technology, 6(3), 221–238.

Bouhnik, D., & Deshen, M. (2014). WhatsApp goes to school: Mobile instant messaging between teachers and students. Journal of Information Technology Education: Research, 13(1), 217–231.CrossRef

Boyinbode, O. K., Agbonifo, O. C., & Ogundare, A. (2017). Supporting mobile learning with WhatsApp based on media richness. Circulation in Computer Science, 2(3), 37–46. https://doi.org/10.22632/ccs-2017-251-89.CrossRef

Cavus, N., & Ibrahim, D. (2008). M-Learning: An experiment in using SMS to support learning new English language words. British Journal of Educational Technology, 40(1), 78–91. https://doi.org/10.1111/j.1467-8535.2007.00801.x.CrossRef

Çetinkaya, L. (2017). An educational technology tool that developed in the natural flow of life among students: WhatsApp. International Journal of Progressive Education, 13(2), 29–47.

Chen, C. H. (2008). Why do teachers not practice what they believe regarding technology integration? Journal of Educational Research, 102(1), 65–75. https://doi.org/10.3200/JOER.102.1.65-75.CrossRef

Church, K., & Oliveira, R. (2013). What’s up with WhatsApp? Comparing mobile ınstant messaging behaviors with traditional SMS (pp. 352–361). 15th International Conference on Human-Computer Interaction with Mobile Devices and Services.

Cohen, L. M., Manion, L. L., & Morrison, K. (2011). Research methods in education. UK: Routledge.

Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Press Syndicate of the University of Cambridge.

Demir, D., & Genç, A. (2016). The Analysis of Foreign Language Proficiency Exam for the State Employees Based on the CEFR. Hacettepe University Journal of Education, 31(1), 53–65. https://doi.org/10.16986/HUJE.2015014090.CrossRef

Fattah, S. F. E. H. A. (2015). The Effectiveness of Using WhatsApp Messenger as One of Mobile Learning Techniques to Develop Students' Writing Skills. Journal of Education and Practice, 6(32), 115–127. https://doi.org/10.5296/ire.v5i1.10801.CrossRef

Goulding, C. (1999). Grounded Theory: Some reflections on paradigm, procedures and misconceptions. Working Paper Series, Wolverhampton Business School Management Research Centre. Retrieved from https://core.ac.uk/download/pdf/13941.pdf. Accessed 12 Feb 2018.

Güler, Ç. (2017). Use of WhatsApp in higher education: What’s up with assessing peers anonymously?. Journal of Educational Computing Research, 55(2), 272–289. https://doi.org/10.1177/0735633116667359

Gür, Ö. (2012). ESTING, ASSESSMENT and KPDS (foreign language proficiency examination for state employees)–What does this exam assess? Sakarya University Journal of Education, 2(1), 23–32.

Issa, B. (2013). The effect of “WhatsApp” electronic dialogue journaling on improving writing vocabulary word choice and voice of EFL undergraduate Saudi students. Arab World English Journal, 4(3), 213–225.MathSciNet

Jafari, S., & Chalak, A. (2016). The Role of WhatsApp in Teaching Vocabulary to Iranian EFL Learners at Junior High School. English Language Teaching, 9(8), 85–92. https://doi.org/10.5539/elt.v9n8p85.CrossRef

Johnston, M. J., King, D., Behar, N., & Sevdalis, N. (2015). Smartphones let surgeons know WhatsApp: An analysis of communication in emergency surgical teams. The American Journal of Surgery, 209, 45–51. https://doi.org/10.1016/j.amjsurg.2014.08.030.CrossRef

Kavaklı, N., & Arslan, S. (2017). Applying EALTA guidelines as baseline for the foreign language proficiency test in Turkey: The case of YDS. International Journal of Curriculum and Instruction, 9(1), 104–118.

Kazazoğlu, S. (2014). Technology-Based Interaction in Foreign Language Teaching: The Case of Second Life. Language Journal, 164, 39–51.

Khubyari, L. (2016). Rapport in EFL classroom with mobile application in everyday context. International Journal of English Language Education, 4(1), 123–137.CrossRef

Kıray, G. (2015). Macro-structure analysis of reading comprehension paragraphs of KPDS and YDS exams within years 2003-2013. Hasan Ali Yucel Journal of Education, 12(1), 219–233.

Klopfer, E., Squire, K., & Jenkins, H. (2002). Environmental Detectives: PDAs as a window into a virtual simulated world. In Proceedings of IEEE International Workshop on Wireless and Mobile Technologies in Education. https://doi.org/10.1109/WMTE.2002.1039227.CrossRef

Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289. https://doi.org/10.1017/S0958344008000335.CrossRef

Külekçi, E. (2016). A concise analysis of the Foreign Language Examination (YDS) in Turkey and its possible washback effects. International Online Journal of Education and Teaching (IOJET), 3(4), 303–315.

Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. The Journal of Computer Assisted Learning, 24(6), 515–525. https://doi.org/10.1111/j.1365-2729.2008.00289.x.CrossRef

Mesquita, A. C., Zamarioli, C. M., Fulquini, F. L., Carvalho, E. C. D., & Angerami, E. L. S. (2017). Social networks in nursing work processes: An integrative literature review. Revista da Escola de Enfermagem da USP, 51.

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis. Sage.

Moghaddam, A. (2006). Coding issues in grounded theory. Issues in educational research, 16(1), 52–66.

Montag, C., et al. (2015). Smartphone usage in the 21st century: Who is active on WhatsApp? BMC Res Notes, 8, 331. https://doi.org/10.1186/s13104-015-1280-z.CrossRef

Nitza, D., & Roman, Y. (2016). WhatsApp messaging: Achievements and success in academia. International Journal of Higher Education, 5(4), 255–261. https://doi.org/10.5430/ijhe.v5n4p255.CrossRef

OSYM - Öğrenci Seçme ve Yerleştirme Merkezi (2016). Retrieved on May 14, 2016 from http://dokuman.osym.gov.tr/pdfdokuman/2016/GENEL/EsdegerlikYonergesi26022016.pdf. Accessed 14 May 2017.

Rambe, P., & Bere, A. (2013). Using mobile instant messaging to leverage learner participation and transform pedagogy at a South African University of Technology. British Journal of Educational Technology, 44(4), 544–561. https://doi.org/10.1111/bjet.12057.CrossRef

Stockwell, G. (2007). A review of technology choice for teaching language skills and areas in the CALL literature. ReCALL, 19(2), 105–120. https://doi.org/10.1017/S0958344007000225.CrossRef

Strauss, A., & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage Publications, Inc.

Susanti, A., & Tarmuji, A. (2016). Techniques of optimizing Whatsapp as an ınstructional tool for teaching EFL writing in Indonesian senior high schools. International Journal on Studies in English Language and Literature (IJSELL), 4(10), 26–31. https://doi.org/10.20431/2347-3134.0410005.CrossRef

Susilo, A. (2014). Exploring facebook and whatsapp as supporting social network applications for English learning ın higher education. In PDE Professional Development in Education Conference, Park Hotel Bandung.

Tabatabaei, O., & Heidari-Goojani, A. (2012). The ımpact of text-messaging on vocabulary learning of Iranian EFL learners. CrossCultural Communication, 8(2), 47–55.

Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21, 217–228. https://doi.org/10.1111/j.1365-2729.2005.00129.x.CrossRef

Uysal, H. H. (2009). A critical review of the IELTS writing test. ELT Journal, 64(3), 314–320. https://doi.org/10.1093/elt/ccp026.CrossRef

Willemse, J. J. (2015). Undergraduate nurses reflections on WhatsApp use in improving primary health care education. Curationis, 38(2), 1–7. https://doi.org/10.4102/curationis.v38i2.1512.CrossRef

Yalcinalp, S., & Gulbahar, Y. (2010). Ontology and taxonomy design and development for personalised web-based learning systems. British Journal of Educational Technology, 41(6), 883–896. https://doi.org/10.1111/j.1467-8535.2009.01049.x.CrossRef

Yavuz, F. (2016). Do Smartphones Spur or Deter Learning: A WhatsApp Case Study. International Journal of Educational Sciences, 15(3), 408–415.CrossRef

Yeboah, J., & Ewur, G. D. (2014). The impact of Whatsapp messenger usage on students performance in Tertiary Institutions in Ghana. Journal of Education and Practice, 5(6), 157–164.

Yousefzadeh, M. (2012). Mobile- based learning vs. paper-based learning and collocation words learning. Journal of Educational and Instructional Studies, 2(3), 216–220.

Zayed, N. M. (2016). Special designed activities for learning English language through the application of WhatsApp! English Language Teaching, 9(2), 19–204. https://doi.org/10.5539/elt.v9n2p199.CrossRef

Zeybek, G. (2015). Foreign Language Examination (FLE) Test Takers’ Foreign Language Learning Attitude, Motivation And Test Anxiety in Turkey. (Unpublished Master Thesis). Isparta: Süleyman Demirel University.

Titel: A new trend in preparing for foreign language exam (YDS) in Turkey: Case of WhatsApp in mobile learning
verfasst von: Mustafa Saritepeci
Ali Duran
Uğur Ferhat Ermiş
Publikationsdatum: 09.03.2019
Verlag: Springer US
Erschienen in: Education and Information Technologies / Ausgabe 5/2019
Print ISSN: 1360-2357
Elektronische ISSN: 1573-7608
DOI: https://doi.org/10.1007/s10639-019-09893-4

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Springer Professional "Technik"

Weitere Artikel der Ausgabe 5/2019

Internet addiction among college students: Some causes and effects

Learning problem solving skills: Comparison of E-learning and M-learning in an introductory programming course

Automated system for evaluating higher education programs

Prediction of academic achievements of vocational and technical high school (VTS) students in science courses through artificial neural networks (comparison of Turkey and Malaysia)

To E-textbook or not to E-textbook? A quantitative analysis of the extent of the use of E-textbooks at Ajman University from students’ perspectives

A case study: Views on the practice of opting in and out of lecture capture

Premium Partner