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Current New Technologies in Language Teaching

Yıl 2023, , 627 - 641, 25.08.2023
https://doi.org/10.46868/atdd.2023.278

Öz

Today, the use of technology is an important part of the learning process. The use of technology and digital education materials in schools and in all educational environments is seen as a basic necessity. of teachers; The resources used by language learners to facilitate their learning have increased. Technological opportunities such as augmented reality, virtual reality, robotic process automation and artificial intelligence are used frequently in education. There are interesting ways to learn languages through technological educational materials. Image and speech recognition, navigation applications, "smartphone personal assistants" and many more technological tools are used in the education sector. Not only in language teaching, but in all fields of education, "the creative power of artificial intelligence to create halogram images, sounds or data" is important. Concepts such as metaverse, augmented reality, software tools, audio recording devices, video conferencing, augmented reality, mobile phones, cloud applications, 3D printing, robotic process automation have become frequently used in educational applications. In this study; The importance of using the technological approach in education was emphasized. At the same time, detailed information about the current technology used in language teaching is presented.

Kaynakça

  • Alqahtani, A. (2019). The use of technology in English language teaching. Frontiers in Education Technology, 2(3), 1-17. https:// doi.org/10.22158/fet.v2n3p168.
  • Anand, H. S., & Kamayani, H. (2015). Scope of cloud computing in educational sector. International Journal of Recent Research Aspects, 2(2), 150-152.
  • Aydın, N. (2022). Bulut bilişim eticaretin geleceğini nasıl etkileyecek. Journal of Social, Humanities and Administrative Sciences, 8(59), 2070-2075.
  • Badilla-Quintana, M. G., Sepulveda-Valenzuela, E. & Salazar-Arias, M. (2020). Augmented reality as a sustainable technology to improve academic achievement in students with and without special educational needs, Sustainability, 12(19), 8116. https://doi.org/10.3390/su12198116
  • Chen, R. (2020). The design and application of college English-aided teaching system based on web. Mobile Information Systems, https://doi.org/10.1155/2022/3200695
  • Chung, B. & Bong, H. K. (2022). A study on the intelligibility of Korean-Accented English: Possibilities of implementing AI applications in English education. J. Asia TEFL, 19(1), 19-27.
  • Costa, S. A., Mamede, H. S., & Silva, M. M. (2022). Robotic Process Automation (RPA) adoption: a systematic literature review. Engineering Management in Production and Services, 14(2), 1-12. https://doi.org/10.2478/emj-2022-0012
  • Dizon, G. (2020). Evaluating intelligent personal assistants for L2 listening and speaking development. Lang. Learn. Technol, 24(1), 16–26.
  • Harris, A., & Cooper, M. (2019). Mobile phones: Impacts, challenges, and predictions. Hum Behav & Emerg Tech. e112. https://doi.org/10.1002/hbe2.112
  • Hein, R., Wienrich, C. & Latoschik, M. (2021). A systematic review of foreign language learning with immersive technologies (2001–2020). AIMS Electron. Electr. Eng. 5, 117–145.
  • Karaca, İ. & Karaca, N. (2021). 2023 Vizyon Belgesi’nin dijitalleşme açısından incelenmesi. Ulusal Eğitim Akademisi Dergisi (UEAD), 5(1), 1-8.
  • Klimova, B., Pikhart, M., Polakova, P., Cerna, M., Yayilgan, S.Y. & Shaikh, S. A. (2023). Systematic review on the use of emerging technologies in teaching english as an applied language at the university level. Systems, 11(1), 42-63. https:// doi.org/10.3390/systems11010042
  • Kurtoğlu Erden, M. & Uslupehlivan, E. (2019). Eğitimde teknoloji kullanımının bugünü ve geleceğine ilişkin öğretmen adaylarının düşüncelerinin incelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, XIII(1), 109-126.
  • Lin, C. & Mubarok, H. (2021). Learning analytics for investigating the mind map-guided AI chatbot approach in an EFL flipped speaking classroom. Int. Forum Educ. Technol. Soc. 24(1), 16–35.
  • Nagy, T. (2021). Using technology for foreign language learning: The teacher’s role. Cent. Eur. J. Educ, Res, 3, 23–28.
  • Parlak, B. (2017). Dijital çağda eğitim: Olanaklar ve uygulamalar üzerine bir analiz. Süleyman Demirel Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 22(Kayfor 15 Özel Sayısı), 1741-1759.
  • Pratibha, M. (2019). Language learning and teaching using new technologies. IRA International Journal of Education and Multidisciplinary Studies, 14(1), 14-20. http://dx.doi.org/10.21013/jems.v14.n1.p3
  • Roy, S. & Sinha, I. (2014). Data security and influence of cloud computing in electronic commerce industry. International Journal of Computer Applications, 88(6), 18-22.
  • Sayımer, İ., & Küçüksaraç, B. (2015). Yeni teknolojilerin üniversite eğitimine katkısı: İletişim fakültesi öğrencilerinin artırılmış gerçeklik uygulamalarına ilişkin görüşleri. International Journal of Human Sciences, 12(2), 1536-1554. http:// doi.org/10.14687/ijhs.v12i2.3488
  • Shadiev, R. & Wang, X. (2022). A review of research on technology-supported language learning and 21st century skills. Front. Psychol, 13, 897689. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.897689/full
  • Stockard, J., Wood, T. W., Coughlin, C. & Khoury, C. R. (2018). The effectiveness of direct instruction curricula: a meta-analysis of a half century of research. Review of Educational Research, 88(4), 479–507. https://doi.org/10.3102/0034654317751919
  • Timmis, S., Broadfoot, P., Sutherland, R. & Oldfield, A. (2015). Rethinking assessment in a digital age: opportunities, challenges and risks. British Educational Research Journal Early View, 42(3), 454–476. https://doi.org/10.1002/berj.3215
  • United Nations-Technology and Innovation Report (2023). Opening green windows Technological opportunities for a low-carbon world. https://unctad.org/system/files/official-document/tir2023_en.pdf
  • Wolf, M., Söbke, H. & Baalsrud-Hauge, J. (2020). Designing augmented reality applications as learning activity. In Geroimenko, V. (Ed), Augmented Reality in Education. Springer Series on Cultural Computing. Springer, Cham. https://doi.org/10.1007/978-3-030-42156-4_2
  • Yaman, M. & Öztürk, Ö. (2019). Metaların kerameti, İletişim Yayınları.
  • Yıldız, S. K. & Bozkurt, G. (2023). Sanal gerçekliğin yeni anakarası: Metaverse. TRT Akademi, 8(17), 268-293. http://dx.doi.org/10.37679/trta.1203353
  • Yıldız Durak, H. & Sarıtepeci, M. (2017). Investigating the effect of technology use in education on classroom management within the scope of the FATİH Projec. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 46(2), 441-457.
  • Zakian, M., Xodabande, I., Valizadeh, M. & Yousefvan, M. (2022). Out-of-the-classroom learning of English vocabulary by EFL learners: Investigating the effectiveness of mobile assisted learning with digital flashcards. Asian-Pac. J. Second Foreign Lang. Educ, 7(1), 16-28.
  • Zhang, W. (2022). The role of technology-based education and teacher professional development in English as foreign language classes. Front. Psychol, 13, 910315, https://www.frontiersin.org/articles/10.3389/fpsyg.2022.910315/full
  • Zheng, Z., Bahru, J., Fanyi, X. & Na, K. (2021). A data-driven emotion model for English learners based on machine learning. International Journal of Emerging Technologies, 16(8), 34–46. https://doi.org/10.3991/ijet.v16i08.22127

Dil Öğretiminde Güncel Yeni Teknolojiler

Yıl 2023, , 627 - 641, 25.08.2023
https://doi.org/10.46868/atdd.2023.278

Öz

Günümüzde teknoloji kullanımı, öğrenme sürecinin önemli bir parçası haline gelmiştir. Okullarda, eğitim verilen tüm ortamlarda ve üniversitelerde teknoloji ve dijital eğitim materyallerinin kullanımı temel gereklilik olarak görülmektedir. Öğretmenlerin dil öğrenen bireylerin öğrenmesini kolaylaştırmak için kullandıkları kaynaklar artık artırılmış gerçeklik, sanal gerçeklik, robotic süreç otomasyonları, yapay zeka gibi teknolojik olanaklarla zenginleşmiştir. Teknolojik eğitim materyalleri aracılığı ile dil öğrenmek için ilgi çekici yollar bulunmaktadır. Artırılmış gerçeklik, görüntü ve konuşma tanıma, navigasyon uygulamaları, akıllı telefon kişisel asistanları ve çok daha fazla teknolojik araçların üstünlüğü eğitim sektöründe kullanılmaktadır. Sadece dil öğretiminde değil tüm eğitim alanlarında halogram görüntüler, sesler veya veriler oluşturmak için yapay zekanın yaratıcı gücünden yararlanılmaktadır. Eğitim uygulamalarında metaverse, artırılmış gerçeklik, yazılım araçları, ses kayıt cihazları, video konferans, genişletilmiş gerçeklik, cep telefonları, bulut uygulamaları, 3D baskı, robotik süreç otomasyonu gibi kavramlar önemlidir. Bu çalışmada eğitimde teknolojik yaklaşımın kullanımının önemi vurgulanmıştır ve aynı zamanda dil öğretiminde kullanılan güncel teknoloji hakkında detaylı bilgiler sunulmuştur.

Kaynakça

  • Alqahtani, A. (2019). The use of technology in English language teaching. Frontiers in Education Technology, 2(3), 1-17. https:// doi.org/10.22158/fet.v2n3p168.
  • Anand, H. S., & Kamayani, H. (2015). Scope of cloud computing in educational sector. International Journal of Recent Research Aspects, 2(2), 150-152.
  • Aydın, N. (2022). Bulut bilişim eticaretin geleceğini nasıl etkileyecek. Journal of Social, Humanities and Administrative Sciences, 8(59), 2070-2075.
  • Badilla-Quintana, M. G., Sepulveda-Valenzuela, E. & Salazar-Arias, M. (2020). Augmented reality as a sustainable technology to improve academic achievement in students with and without special educational needs, Sustainability, 12(19), 8116. https://doi.org/10.3390/su12198116
  • Chen, R. (2020). The design and application of college English-aided teaching system based on web. Mobile Information Systems, https://doi.org/10.1155/2022/3200695
  • Chung, B. & Bong, H. K. (2022). A study on the intelligibility of Korean-Accented English: Possibilities of implementing AI applications in English education. J. Asia TEFL, 19(1), 19-27.
  • Costa, S. A., Mamede, H. S., & Silva, M. M. (2022). Robotic Process Automation (RPA) adoption: a systematic literature review. Engineering Management in Production and Services, 14(2), 1-12. https://doi.org/10.2478/emj-2022-0012
  • Dizon, G. (2020). Evaluating intelligent personal assistants for L2 listening and speaking development. Lang. Learn. Technol, 24(1), 16–26.
  • Harris, A., & Cooper, M. (2019). Mobile phones: Impacts, challenges, and predictions. Hum Behav & Emerg Tech. e112. https://doi.org/10.1002/hbe2.112
  • Hein, R., Wienrich, C. & Latoschik, M. (2021). A systematic review of foreign language learning with immersive technologies (2001–2020). AIMS Electron. Electr. Eng. 5, 117–145.
  • Karaca, İ. & Karaca, N. (2021). 2023 Vizyon Belgesi’nin dijitalleşme açısından incelenmesi. Ulusal Eğitim Akademisi Dergisi (UEAD), 5(1), 1-8.
  • Klimova, B., Pikhart, M., Polakova, P., Cerna, M., Yayilgan, S.Y. & Shaikh, S. A. (2023). Systematic review on the use of emerging technologies in teaching english as an applied language at the university level. Systems, 11(1), 42-63. https:// doi.org/10.3390/systems11010042
  • Kurtoğlu Erden, M. & Uslupehlivan, E. (2019). Eğitimde teknoloji kullanımının bugünü ve geleceğine ilişkin öğretmen adaylarının düşüncelerinin incelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, XIII(1), 109-126.
  • Lin, C. & Mubarok, H. (2021). Learning analytics for investigating the mind map-guided AI chatbot approach in an EFL flipped speaking classroom. Int. Forum Educ. Technol. Soc. 24(1), 16–35.
  • Nagy, T. (2021). Using technology for foreign language learning: The teacher’s role. Cent. Eur. J. Educ, Res, 3, 23–28.
  • Parlak, B. (2017). Dijital çağda eğitim: Olanaklar ve uygulamalar üzerine bir analiz. Süleyman Demirel Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 22(Kayfor 15 Özel Sayısı), 1741-1759.
  • Pratibha, M. (2019). Language learning and teaching using new technologies. IRA International Journal of Education and Multidisciplinary Studies, 14(1), 14-20. http://dx.doi.org/10.21013/jems.v14.n1.p3
  • Roy, S. & Sinha, I. (2014). Data security and influence of cloud computing in electronic commerce industry. International Journal of Computer Applications, 88(6), 18-22.
  • Sayımer, İ., & Küçüksaraç, B. (2015). Yeni teknolojilerin üniversite eğitimine katkısı: İletişim fakültesi öğrencilerinin artırılmış gerçeklik uygulamalarına ilişkin görüşleri. International Journal of Human Sciences, 12(2), 1536-1554. http:// doi.org/10.14687/ijhs.v12i2.3488
  • Shadiev, R. & Wang, X. (2022). A review of research on technology-supported language learning and 21st century skills. Front. Psychol, 13, 897689. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.897689/full
  • Stockard, J., Wood, T. W., Coughlin, C. & Khoury, C. R. (2018). The effectiveness of direct instruction curricula: a meta-analysis of a half century of research. Review of Educational Research, 88(4), 479–507. https://doi.org/10.3102/0034654317751919
  • Timmis, S., Broadfoot, P., Sutherland, R. & Oldfield, A. (2015). Rethinking assessment in a digital age: opportunities, challenges and risks. British Educational Research Journal Early View, 42(3), 454–476. https://doi.org/10.1002/berj.3215
  • United Nations-Technology and Innovation Report (2023). Opening green windows Technological opportunities for a low-carbon world. https://unctad.org/system/files/official-document/tir2023_en.pdf
  • Wolf, M., Söbke, H. & Baalsrud-Hauge, J. (2020). Designing augmented reality applications as learning activity. In Geroimenko, V. (Ed), Augmented Reality in Education. Springer Series on Cultural Computing. Springer, Cham. https://doi.org/10.1007/978-3-030-42156-4_2
  • Yaman, M. & Öztürk, Ö. (2019). Metaların kerameti, İletişim Yayınları.
  • Yıldız, S. K. & Bozkurt, G. (2023). Sanal gerçekliğin yeni anakarası: Metaverse. TRT Akademi, 8(17), 268-293. http://dx.doi.org/10.37679/trta.1203353
  • Yıldız Durak, H. & Sarıtepeci, M. (2017). Investigating the effect of technology use in education on classroom management within the scope of the FATİH Projec. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 46(2), 441-457.
  • Zakian, M., Xodabande, I., Valizadeh, M. & Yousefvan, M. (2022). Out-of-the-classroom learning of English vocabulary by EFL learners: Investigating the effectiveness of mobile assisted learning with digital flashcards. Asian-Pac. J. Second Foreign Lang. Educ, 7(1), 16-28.
  • Zhang, W. (2022). The role of technology-based education and teacher professional development in English as foreign language classes. Front. Psychol, 13, 910315, https://www.frontiersin.org/articles/10.3389/fpsyg.2022.910315/full
  • Zheng, Z., Bahru, J., Fanyi, X. & Na, K. (2021). A data-driven emotion model for English learners based on machine learning. International Journal of Emerging Technologies, 16(8), 34–46. https://doi.org/10.3991/ijet.v16i08.22127
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Dilbilim (Diğer)
Bölüm Makaleler
Yazarlar

Murat Demirekin 0009-0008-8860-1308

Erken Görünüm Tarihi 26 Haziran 2023
Yayımlanma Tarihi 25 Ağustos 2023
Kabul Tarihi 25 Haziran 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Demirekin, M. (2023). Dil Öğretiminde Güncel Yeni Teknolojiler. Akademik Tarih Ve Düşünce Dergisi, 10(3), 627-641. https://doi.org/10.46868/atdd.2023.278

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