A thematic review of using digital teaching technologies in Turkish language teaching

Year 2021, Volume: 4 Issue: 2, 70 - 95, 31.05.2021

Abdullah Kaldırım , Ömer Faruk Tavşanlı

https://doi.org/10.31681/jetol.898014

Cited By: 4

Abstract

When examining the current thematic analysis studies on digital teaching technologies in learning-teaching processes, three main limitations were encountered. The first of these limitations is that most of the thematic analysis studies dealt with all studies conducted in the literature, regardless of country. The second limitation of the studies conducted in the literature is that the existing thematic analysis are quite old. The last of the limitations is that the thematic analyzes of the studies on the use of digital teaching technologies in language education or teaching-based courses were mostly carried out in the field of foreign language teaching / second language teaching. This research aims to examine the literature on the use of digital teaching technologies in Turkish language teaching studies and to reveal a synthesis of this; get a general idea of the frequency of research in this field; to present the general framework of researches published in different regions, different journals and studied in different universities as thesis and to reveal how various variables (technology type, index of published journals, thesis type, etc.) affect the use of technology in Turkish language teaching studies. The research was designed in the thematic content analysis design, which is a type of content analysis. The general characteristics, reasons, aims, method information, results, and recommendations of the studies examined in this study were presented by analyzing them. The research results revealed that there is still a need for studies on using digital teaching technologies in Turkish language teaching studies. There are almost no studies, especially in some learning areas. Also, it has been concluded that digital teaching technologies are highly effective in learning areas of reading and writing. High socioeconomic levels and female students use technology better in the Turkish language course, and many positive and negative aspects of technology have been discovered for students.

Keywords

Digital teaching technologies, Digitalization of education, Digital learning tools, Turkish language teaching

References

• Abd Ghani, A., Muslim, N. H., & Zakaria, M. N. (2020). The effects of gender and academic achievement on reading fluency among Year 2 Malaysian school children. International Journal of Pediatric Otorhinolaryngology, 132, 1-6.
• Alyaz, Y., & Akyıldız, Y. (2018). Yabancı Dil Öğretimi İçin 3B Dijital Oyunlar/Oyunlaştırılmış Uygulamalar Geliştirme [Development of 3D digital games / gamified applications for foreign language teaching]. Diyalog Interkulturelle Zeitschrift Für Germanistik, 6(1), 131-158.
• Aram, D. (2005). Continuity in children’s literacy achievements: A longitudinal perspective from kindergarten to school. First Language, 25(3), 259–289.
• Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36(5), 258-267. doi:10.3102/0013189X07306523
• Ayvacı, H. Ş., Bakırcı, H., & Başak, M. H. (2014). Fatih projesinin uygulama sürecinde ortaya çıkan sorunların idareciler, öğretmenler ve öğrenciler tarafından değerlendirilmesi [The evaluation of problems emerging during the implementation process of Fatih project by administrators, teachers and students]. YYU Journal Of Education Faculty, 11(1), 20-46.
• Bağ, H., & Çalık, M. (2017). İlköğretim düzeyinde yapılan argümantasyon çalışmalarına yönelik tematik içerik analizi [A Thematic Review of Argumentation Studies at The K-8 Level]. Education and Science, 42(190), 281-303.
• Bal, M., & Uslu, E. (2018). Türkçe öğretim sürecinde dijital bölünme [Digital divide in turkish language teaching process]. Sakarya University Journal of Education, 8(1), 228-245.
• Baturay, M., Yıldırım, S., & Daloğlu, A. (2009). Effects of web-based spaced repetition on vocabulary retention of foreign language learners. eurasian journal of educational research (EJER), 34, 17-36.
• Bax, S. (2011). Normalisation revisited: The effective use of technology in language education. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 1(2), 1-15.
• Bazeley, P., & Jackson, K. (Eds.). (2013). Qualitative data analysis with NVivo. SAGE publications limited.
• Broekhuizen, L. (2016). The paradox of classroom Technology: Despite proliferation and access, students not using technology. Retrieved from http://www. advanc-ed.org/sites/default/files/AdvancED_eleot_Classroom_Tech_Report.pdf.
• Büyükkarcı, A., & Müldür, M. (2017). Teknoloji kullanımının yazma becerisine yansımalarına ilişkin öğretmen görüşleri [Teachers’ perceptions about reflections of using tecnology on writing skills]. Journal of Suleyman Demirel University Institute of Social Sciences, 27(2), 22-38.
• Chauhan, S. (2017). A meta-analysis of the impact of technology on learning effectiveness of elementary students. Computers & Education, 105,14–30. https://doi.org/10.1016/j.compedu.2016.11.005.
• Christensen, R. (2002). Effects of technology integration education on the attitudes of teachers and students. Journal of Research on technology in Education, 34(4), 411-433.
• Clark, G. (1990). Dialogue, dialectic and conversation: A social perspective on the function of writing. SIU Press.
• Çalık, M., & Sözbilir, M. (2014). İçerik analizinin parametreleri [Parameters of Content Analysis]. Education and Science, 39(174), 33-38.
• Çalık, M., Ünal, S., Coştu, B., & Karataş, F. Ö. (2008). Trends in Turkish science education. Essays in Education, Special Edition, 23-45.
• Çalık, M., Ayas, A., & Ebenezer, J. V. (2005). A review of solution chemistry studies: Insights into students’ conceptions. Journal of Science Education and Technology, 14(1), 29-50.
• Çalık, M., Ültay, N., Kolomuç, A., & Aytar, A. (2015). A cross-age study of science student teachers' chemistry attitudes. Chemistry Education: Research and Practice, 16(2), 228-236.
• de Koning-Veenstra, B., Steenbeek, H. W., van Dijk, M. W., & van Geert, P. L. (2014). Learning through movement: A comparison of learning fraction skills on a digital playful learning environment with a sedentary computer-task. Learning and Individual Differences, 36, 101-109.
• Demirer, V., & Baki, Y. (2018). Türkçe öğretmeni adaylarının dijital öyküleme sürecine ilişkin görüşleri ve algıları [Opinions and Perceptions of Prospective Turkish Teachers Related to the Digital Storytelling Process]. Journal of Theoretical Educational Science, 11(4), 718-747.
• Duman, G., Orhon, G., & Gedik, N. (2015). Research trends in mobile assisted language learning from 2000 to 2012. ReCALL, 27(02), 197-216.
• Eden, D. (2002). From the editors. Academy of Management Journal, 45(5), 841-846.
• Eisner, E. W. (2017). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Teachers College Press.
• Erkman, F., Göl Güven, M., Ertenü, B., Bilgin, G. G., Kabakçı, N., Pınar, M., Mardin, N., & Kırmacı, M. (2019). Sosyal ve duygusal öğrenme becerileri: Yeni sanayi devriminin eşiğinde iş ve yaşam yetkinliklerinin anahtarı [Social and emotional learning skills: The key to work and life competencies on the brink of the new industrial revolution]. İstanbul: TÜSİAD.
• Ertem, İ. S. (2016). Oyun temelli dijital ortamlar ve türkçe öğretiminde kullanımına ilişkin sınıf öğretmenlerinin görüşleri [The views of classroom teachers on the game-based digital media and using them on the Turkish instruction]. Mediterranean Journal of Educational Research, 10(20), 1-10.
• European Commission (2008). Commission staff working document. The use of ICT to support innovation and lifelong learning for all: A report on progress. Brussels: European Commission.
• Göktaş, Y., Küçük, S., Aydemir, M., Telli, E., Arpacık, Ö., Yıldırım, G., & Reisoğlu, İ. (2012). Türkiye’de eğitim teknolojileri araştırmalarındaki eğilimler: 2000-2009 dönemi makalelerinin içerik analizi [Educational technology research trends in Turkey: A content analysis of the 2000-2009 decade]. Educational Sciences: Theory & Practice, 12(1), 177-199.
• Gül, Ş., & Sözbilir, M. (2015). Fen ve matematik eğitimi alanında gerçekleştirilen ölçek geliştirme araştırmalarına yönelik tematik içerik analizi [Thematic content analysis of scale development studies published in the field of science and mathematics education]. Education and Science, 40(178), 85-102.
• IBRoT (2020). Educational sciences associate professorship criteria. http://www.uak.gov.tr/temelalan/TA_Tablo1_2020M_10032020.pdf Joo, Y. J., Park, S., & Lim, E. (2018). Factors influencing preservice teachers’ intention to use technology: TPACK, teacher self-efficacy, and technology acceptance model. Journal of Educational Technology & Society, 21(3), 48-59.
• King, W. R., & He, J. (2006). A meta-analysis of the technology acceptance model. Information & management, 43(6), 740-755.
• Koong, C. S., & Wu, C. Y. (2011). The applicability of interactive item templates in varied knowledge types. Computers & Education, 56(3), 781-801.
• Kozaklı Ülger, T., Bozkurt, I., & Altun, M. (2020). Matematik öğrenme-öğretme sürecinde matematik okuryazarlığına odaklanan makalelerin tematik analizi [Thematic analysis of articles focusing on mathematical literacy in mathematics teaching-learning process]. Education and Science, 45(201), 1-37.
• Kurnaz, M. A., & Çalık, M. (2009). A thematic review of ‘energy’ teaching studies: Focuses, needs, methods, general knowledge claims and implications. Energy Education Science and Technology Part B: Social and Educational Studies, 1(1), 1-26.
• Kurtoğlu, M., & Seferoğlu, S. S. (2013). Öğretmenlerin teknoloji kullanımı ile ilgili Türkiye kaynaklı dergilerde yayımlanmış makalelerin incelenmesi [Examination of studies conducted on teachers’ technology usage published in Turkish journals]. Journal of Instructional Technologies & Teacher Education, 2(3), 1-10.
• Lai, J. W., & Bower, M. (2019). How is the use of technology in education evaluated? A systematic review. Computers & Education, 133, 27-42.
• Li, D. D., & Lim, C. P. (2008). Scaffolding online historical inquiry tasks: A case study of two secondary school classrooms. Computers & Education, 50(4), 1394-1410.
• Merzifonuoğlu, A., & Gonulal, T. (2018). Book review: M Carrier, RM Damerow and KM Bailey (Eds). Digital language learning and teaching: Research, theory, and practice. Language Learning & Technology, 22(1), 65-68.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, Sage.
• MoIaT. (2018). Türkiye’nin sanayi devrimi: Dijital Türkiye yol haritası [Turkey's industrial revolution: Digital Turkey road map]. Ankara: Bilim, Sanayi ve Teknoloji Bakanlığı. MoNE. (2020). 2023 Eğitim Vizyonu [2023 Education Vision]. Accessed from http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf
• Nettleton, G. (1991). Uses and costs of educational technology for distance education in developing countries: a review of the recent literature. Lockheed, Middleton and Nettleton.
• OECD. (2016). Innovating education and educating for innovation: The power of digital technologies and skills. Paris: OECD Publishing.
• Özdemir, O. (2017). Türkçe öğretiminde dijital teknolojilerin kullanımı ve bir web uygulaması örneği [Usage of digital technologies in Turkish teaching and an example of web implementation]. Turkish Studies, 12(4), 427-444.
• Özerbaş, M. A., & Öztürk, Y. (2017). Türkçe dersinde dijital hikâye kullanımının akademik başarı, motivasyon ve kalıcılık üzerinde etkisi [The effect of digital story usage on academic success, motivation and permanentity in Turkish course]. Journal of TUBAV Science, 10(2), 102-110.
• Perrin, A. (2015). Social media usage. Pew research center, 52-68.
• Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), 33-35.
• Rowe, E. (2019). Capitalism without capital: The intangible economy of education reform. Discourse: Studies in the Cultural Politics of Education, 40(2), 271-279.
• Saran, M., Seferoglu, G., & Cagıltay, K. (2009). Mobile assisted language learning: English pronunciation at learners' fingertips. Eurasian Journal of Educational Research (EJER), 34, 97-114.
• Shadiev, R., Sun, A., & Huang, Y. M. (2019). A study of the facilitation of cross‐cultural understanding and intercultural sensitivity using speech‐enabled language translation technology. British Journal of Educational Technology, 50(3), 1415-1433.
• Shadiev, R., & Huang, Y. M. (2020). Investigating student attention, meditation, cognitive load, and satisfaction during lectures in a foreign language supported by speech-enabled language translation. Computer Assisted Language Learning, 33(3), 301-326.
• Su, C. H., & Cheng, C. H. (2013). A mobile game-based insect learning system for improving the learning achievements. Procedia-Social and Behavioral Sciences, 103, 42-50.
• Şimşek, A., Özdamar, N., Becit, G., Kılıçer, K., Akbulut, Y., & Yıldırım, Y. (2008). Türkiye’deki eğitim teknolojisi araştırmalarında güncel eğilimler [Current trends in educational technology research in Turkey]. Selçuk University Journal of Social Sciences Institute, 19, 439-458.
• Tatar, E., Kağızmanlı, T. B., & Akkaya, A. (2014). Türkiye’deki teknoloji destekli matematik eğitimi araştırmalarının içerik analizi [Content analysis of the researches on technology-assisted mathematics instruction in Turkey]. Journal of Buca Education Faculty, 35, 33-45.
• Tavşanlı, Ö. F., & Akaydın, B. B. (2017). Sınıf öğretmenlerinin bakış açısıyla sosyal medya okuryazarlığı [Social media literacy from the perspective of primary school teachers]. The Journal of International Social Research, 10(48), 517-528.
• Tavşanlı, Ö. F. (2018). İlkokul öğrencileri ne yazar?: İlkokul öğrencilerinin yazılı anlatımlarında metin türü, konu ve içerik tercihlerinin incelenmesi [What do Primary School Students Write about? : Investigation of Text Types, Subjects and Content Preferences in the Written Works of Primary School Students]. Journal of Mother Tongue Education, 6(1), 32-47.
• Ünal, S., Çalık, M., Ayas, A., & Coll, R. K. (2006). A review of chemical bonding studies: Needs, aims, methods of exploring students’ conceptions, general knowledge claims and students’ alternative conceptions. Research in Science and Technological Education, 24(2), 141-172.
• van den Broek, P., & Espin, C. A. (2012). Connecting cognitive theory and assessment: Measuring individual differences in reading comprehension. School Psychology Review, 41(3), 315-325.
• Yılmaz, İ. (2019). Ortaokul öğrencilerinin ekran okuma ve öz yeterlik algılama düzeylerinin belirlenmesi [Detecting secondary school students' perception level of screen reading and self-efficacy]. Unpublished doctoral dissertation. Çanakkale Onsekiz Mart University, Çanakkale, Turkey.
• Yılmaz, Z. A., & Batdı, V. (2016). Artırılmış gerçeklik uygulamalarının eğitimle bütünleştirilmesinin meta-analitik ve tematik karşılaştırmalı analizi [A meta-analytic and thematic comparative analysis of the ıntegration of augmented reality applications into education]. Education and Science, 41(188), 273-289.
• Yin, R. K. (2006). Mixed methods research: Are the methods genuinely integrated or merely parallel. Research in the Schools, 13(1), 41-47.
• Zabatiero, J., Straker, L., Mantilla, A., Edwards, S., & Danby, S. (2018). Young children and digital technology: Australian early childhood education and care sector adults’ perspectives. Australasian Journal of Early Childhood, 43(2), 14-22.