İngilizce’yi Yabancı Dil Olarak Öğrenenler Arasında Problemli Cep Telefonu Kullanımının Yaygınlığı

Year 2022, , 187 - 195, 28.02.2022

Ömer Özer

https://doi.org/10.24106/kefdergi.808548

Abstract

Cep telefonlarının yaşamın hemen hemen her alanındaki atfedilen yararlarına karşın, bu akıllı cihazların sorunlu kullanımlarına ilişkin kaygılar giderek artmaktadır. Bu çalışma, sorunlu cep telefonu kullanımının yaygınlığını İngilizce’yi yabancı dil olarak öğrenen Türk üniversite öğrencileri üzerinde incelemektedir. Buna ek olarak, yapılan inceleme sonucunda bulunan sorunlu cep telefonu kullanımının öğrencilerin yaş ve cinsiyetlerine göre farklılık gösterip göstermediği araştırılmaktadır. Sorunlu cep telefonu kullanımı cep telefonu bağımlılığı ölçeği aracılığıyla ölçülmüştür. Tesadüfi olmayan kolayda örnekleme yöntemiyle çalışmaya dahil olan 267 öğrenci ölçek formunu doldurmuştur. Çalışmanın sonuçları cinsiyet yaş değişkenlerinin cep telefonu bağımlılığı üzerinde anlamlı etkisi olmadığını göstermiştir. Öğrenciler cep telefonu kullanım davranışlarına göre sınıflandırıldığında ise katılımcıların %19.8’inin ya problemli ya da riskli kullanıcı olduğu bulunmuştur. Üstelik sorunlu cep telefonu kullanma davranışlarını gözlenen öğrencilerin çok büyük bir çoğunluğunu kadınların oluşturduğu ve bu kullanıcıların potansiyel cep telefonu bağımlısı olarak değerlendirilebilecekleri sonucuna ulaşılmıştır. Araştırmanın bulguları ışığında sınıf ortamı için bazı çıkarımlarda bulunulmuş ve yabancı dil öğrenme çevresinin herkes için kapsayıcı olması için bazı öneriler geliştirilmiştir.

Keywords

yabancı dil öğrenme, problemli cep telefonu kullanımı, cep telefonu bağımlılığı, İngilizce’yi yabancı dil olarak öğrenenler, üniversite öğrencileri

The Prevalence of Problematic Mobile Phone Use amongst EFL Learners in Turkey

Abstract

Despite the many benefits attributed to mobile phones in nearly all aspects of everyday life, concern over the problematic use of these smart devices has grown. This study investigates the prevalence of problematic mobile phone use in a sample of Turkish undergraduate EFL learners. Additionally, it verifies whether this particular assessment was equally applicable to male and female students in different age groups. Problematic mobile phone use was assessed using a mobile phone addiction scale. After employing non-random convenience sampling, 267 students responded to the survey. The results showed that neither age nor gender had a significant effect on mobile phone addiction levels. Furthermore, the prevalence of problematic and at-risk mobile phone users constituted 19.8% of the study population and an overwhelming majority of the problematic mobile phone users were females, which indicated that they could potentially be considered as addicted to mobile phones. The implications of these findings for classroom practices and for the more inclusive language-learning environment are discussed.

Keywords

foreign language learning, problematic mobile phone use, mobile phone addiction, EFL learners, post-secondary students

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