Technology integration in teaching English as a foreign language: A content analysis study

Yıl 2022, Cilt: 5 Sayı: 1, 204 - 222, 31.01.2022

Tarık Başar , Leyla Şahin

https://doi.org/10.31681/jetol.972577

Cited By: 3

Öz

The main purpose of this research is to identify research trends that have been conducted over the last five years (2016-2020) on the role of technology integration in teaching English as a foreign language. For this purpose, the descriptive content analysis is used in the research. In accordance with the keywords, systematic review was carried out and 366 studies were included in the scope of the research. The study has revealed that there is an increasing trend in the number of studies from 2016 onwards and what’s more, flipped learning and mobile-assisted language learning subjects are among the mostly studied subjects. In the studies, experimental designs were chosen more, as a data collection tool, questionnaire/scale was preferred; and descriptive statistics were preferred more as a data analysis technique. In most of the studies, the sample group consists of university students and the sample size is in the range of 0-50. In addition, when the results in the studies within the scope of the research are analyzed, the most obtained result is that the participants' views on technology integration are positive. Based on the trends of the studies examined within the scope of the research, this study offers recommendations for the future studies in the field.

Anahtar Kelimeler

Teaching English as a foreign language, Technology integration, Foreign language/secondary language teaching

Kaynakça

• Abunowara, A. M. (2014). Using technology in EFL/ESL classroom. International Journal of Humanities and Cultural Studies, 1(2), 1-18.
• Aduwa-Ogiegbaen, S. E. O. (2009). Nigerian inservice teachers’ self-assessment in core technology competences and their professional development needs in ICT. Journal of Computing in Teacher Education, 26(1), 17-28.
• Ahmadi, M. R. (2018). The use of technology in English language learning: A literature review. International Journal of Research in English Education, 3(2), 115-125. doi: 10.29252/ijree.3.2.115
• Akbaba, R. S., & Tunagür, M. (2018). A content analysis on the use of information technologies in the language skills. Journal of Ağrı İbrahim Çeçen University Social Sciences Institute, 4(2), 127-146. doi: 10.31463/aicusbed.427196
• Akçayır, M., & Akçayır, G. (2016). University Students’ Opinions about Use of Augmented Reality in Foreign Language Teaching. Erzincan University Journal of Education Faculty, 18(2), 1169-1186. doi: 10.17556/jef.86406
• Alhujaylan, H. (2019). An assessment of the effectiveness of CALL in teaching English language writing skills in Saudi Arabia. Arab World English Journal (5), 18-27. doi: 10.24093/awej/call5.2
• Almogheerah, A. (2020). Exploring the effect of using whatsapp on Saudi female EFL students' idiom-learning. Arab World English Journal, 11(4), 328-350. doi: 10.24093/awej/vol11no4.22
• Al-Wasy, B. Q. (2020). The effectiveness of integrating technology in EFL/ESL writing: a meta-analysis. Interactive Technology and Smart Education, 17(4), 435-454. doi: 10.1108/ITSE-03-2020-0033
• Arslan, A. (2020). A systematic review on flipped learning in teaching English as a foreign or second language. Journal of Language and Linguistic Studies, 16(2), 775-797. doi: 10.17263/jlls.759300
• Arslan, M., & Akbarov, A. (2010). The matter of motivation-method and solution offers in foreign language teaching in Turkey. Selcuk University Journal of Faculty of Letters, (24), 179-191.
• Aslan, E. (2017). Educational evaluation of design processes of computer programs used in foreign language teaching. Sinop University Journal of Social Sciences, 1(2), 149-178.
• Aydın, S. (2018). Technology and foreign language anxiety: implications for practice and future research. Journal of Language and Linguistic Studies, 14(2), 193-211.
• Başaran, B. (2017). Review of the postgraduate thesis prepared for the use of technology in foreign language teaching. Turkish Studies, 12(23), 15-40. doi: 10.7827/TurkishStudies.12126
• Bensalem, E. (2018). The impact of WhatsApp on EFL students' vocabulary learning. Arab World English Journal, 9(1), 23-38. doi: 10.24093/awej/vol9no1.2
• Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. doi: 10.3316/QRJ0902027
• Chapelle, C. A. (2003). English language learning and technology: Lectures on applied linguistics in the age of information and communication technology. Amsterdam: John Benjamins Publishing.
• Chang, M. M., & Hung, H. T. (2019). Effects of technology-enhanced language learning on second language acquisition: A meta-analysis. Educational Technology & Society, 22(4), 1-17.
• Cok, T. (2016). ICT-supported language learning tools for Chinese as a foreign language: a content review. Revija za Elementarno Izobraževanje, 9(3), 103-120.
• Çalık, M., & Sözbilir, M. (2014). Parameters of content analysis. Education and Science, 39(174), 33-38. doi: 10.15390/EB.2014.3412
• Demir, Y., & Yavuz, M. (2014). A comparative analysis of the English language curricula in Finland, Japan, Korea, China (Shanghai) and Turkey. Mediterranean Journal of Humanities, 4(1), 115-128. doi: 10.13114/MJH.201416428
• Enayati, F., & Gilakjani, A. P. (2020). The impact of computer assisted language learning (CALL) on improving intermediate EFL learners’ vocabulary learning. International Journal of Language Education, 4(1), 96-112. doi: 10.26858/ijole.v4i2.10560
• Filiz, S., & Benzet, A. (2018). A content analysis of the studies on the use of flipped classrooms in foreign language education. World Journal of Education, 8(4), 72-86. doi: 10.5430/wje.v8n4p72
• Haidari, S. M., Baysal, S. & Kanadlı, S. (2020). The impact of digital technology-mediated foreign language instruction on vocabulary learning: a meta-analytic review. Bolu Abant Izzet Baysal University Journal of Faculty of Education, 20(1), 236-251. doi: 10.17240/aibuefd.2020.20.52925-552769
• Hazarika, Z. (2017). Exploring the impact of technology in teaching English: Tesol in the context. European Journal of English Language and Literature Studies, 5(10), 19-28.
• Ho, S. C., Hsieh, S. W., Sun, P. C., & Chen, C. M. (2017). To activate English learning: Listen and speak in real life context with an AR featured u-learning system. Educational Technology & Society, 20(2), 176-187.
• Karabulut, H. İ. (2020). The effectiveness of technology-enhanced language teaching methods on achievement in english: a meta-analysis. (Unpublished doctoral thesis). University of Eskişehir Osmangazi, Eskişehir.
• Kartal, G. (2020). An analysis of using technology in language learning in three flagship journals. Mehmet Akif Ersoy University Journal of Education Faculty, (53), 515-532. doi: 10.21764/maeuefd.645551
• Kaymak, B. (2019). The effect of multimedia based warm-up activities on students’ motivation and participation in english lesson. (Unpublished master’s thesis). University of Ankara, Ankara.
• Kırmızı, Ö., & Kömeç, F. (2019). The impact of the flipped classroom on receptive and productive vocabulary learning. Journal of Language and Linguistic Studies, 15(2), 437-449.
• Kızmaz, Z. (2019). The use of call to foster learner autonomy in EFL: a quasi-experimental study. (Unpublished master’s thesis). Middle East Technical University, Ankara.
• Köprülü, F., Öznacar, B., & İlginç Demirsu, Ö. (2020). A meta-analysis of educating second language learners through technology. Applied Linguistics Research Journal, 4(7), 101-107. doi: 10.14744/alrj.2020.66934
• Kurt, A., & Erdoğan, M. (2015). Content analysis and trends of curriculum evaluation research: 2004- 2013. Education and Science, 40(178), 199-224. doi: 10.15390/EB.2015.4167
• Larsen-Freeman, D., & Anderson, M. (2011). Techniques & principles in language teaching. New York: Oxford University Press.
• Mei, J., Guo, Y., & Li, X. (2017). Adaptive learning mode of a multimedia-based" English literature" learning system. International Journal of Emerging Technologies in Learning, 12(1), 71-83. doi: 10.3991/ijet.v12i01.6483
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
• Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook qualitative data analysis. London: Sage Publications.
• Nawaila, M. B., Kanbul, S., & Alhamroni, R. (2020). Technology and English language teaching and learning: a content analysis. Journal of Learning and Teaching in Digital Age, 5(1), 16-23.
• Okojie, M. C. P. O., Olinzock, A. A., & Okojie-Boulder, T. C. (2006). The pedagogy of technology integration. The Journal of Technology Studies, 32(2), 66-71. doi: 10.21061/jots.v32i2.a.1
• Özer, B., & Korkmaz, C. (2016). Factors affecting student achievement in foreign language teaching abstract. Ekev Academy Journal, 20(67), 59-84.
• Panagiotidis, P., Krystalli, P., & Arvanitis, P. (2018). Technology as a motivational factor in foreign language learning. European Journal of Education, 1(3), 43-52.
• Persson, V., & Nouri, J. (2018). A systematic review of second language learning with mobile technologies. International Journal of Emerging Technologies in Learning, 13(2), 188-210. doi: 10.3991/ijet.v13i02.8094
• Pokrivcakova, S. (2019). Preparing teachers for the application of AI-powered technologies in foreign language education. Journal of Language and Cultural Education, 7(3), 135-153. doi: 10.2478/jolace-2019-0025
• Polat Demir, B., & Kutlu, Ö. (2016). The effect of electronic portfolio applications on 6th graders’ research skills. Education and Science, 41(188), 227-253. doi: 10.15390/EB.2016.6724
• Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1-6.
• Shyamlee, S. D., & Phil, M. (2012). Use of technology in English language teaching and learning: An analysis. International Proceedings of Economics Development and Research, (33), 150-156.
• Solak, E., & Erdem, G. (2015). A content analysis of virtual reality studies in foreign language education. Participatory Educational Research, 2, 21-26. doi: 10.17275/per.15.spi.2.3
• Suna, Y., & Durmuşçelebi, M. (2013). A compilation work about why turkey suffers from learning and teaching english. OPUS International Journal of Society Researches, 3(5), 31-48.
• Suranakkharin, T. (2017). Using the flipped model to foster Thai learners’ second language collocation knowledge. 3L: The Southeast Asian Journal of English Language Studies, 23(3), 1-20. doi: 10.17576/3L-2017-2303-01
• Şahan, Ö., Çoban, M., & Razı, S. (2016). Students learn English idioms through WhatsApp: Extensive use of smartphones. Erzincan University Journal of Education Faculty, 18(2), 1230-1251. doi: 10.17556/jef.72045
• Taj, I. H., Sulan, N. B., Sipra, M. A., & Ahmad, W. (2016). Impact of mobile assisted language learning (MALL) on EFL: A meta-analysis. Advances in language and literary studies, 7(2), 76-83. doi: 10.7575/aiac.alls.v.7n.2p.76
• Teng, M. F. (2017). Flipping the classroom and tertiary level EFL students' academic performance and satisfaction. The Journal of Asia TEFL, 14(4), 605-620. doi: 10.18823/asiatefl.2017.14.4.2.605
• Tsai, C. C. (2020). The effects of augmented reality to motivation and performance in EFL vocabulary learning. International Journal of Instruction, 13(4), 987-1000. doi: 10.29333/iji.2020.13460a
• Türkben, T. (2018). Evaluation of postgraduate studies conducted on teaching Turkish as a foreign language. International Journal of Turkish Literature Culture Education, 7(4), 2464-2479.
• Türker, M. S., & Genç, A. (2018). Students’ and Teachers’ Views on Instructional Use of Blogs in Teaching Turkish as a Foreign Language. Selçuk University Journal of Faculty of Letters, (39), 251-266.
• Uzunboylu, H., & Genç, Z. (2017). Analysis of documents published in Scopus database on foreign language learning through mobile learning: A content analysis. Profile Issues in Teachers’ Professional Development, 19(Suppl. 1), 99-107. doi: 10.15446/profile.v19n_sup1.68624
• Valeev, A. A., Latypova, L. A., & Latypov, N. R. (2016). The use of interactive learning technologies in teaching a foreign language in high school. International Electronic Journal of Mathematics Education, 11(6), 1773-1785.
• Viberg, O., & Grönlund, A. (2012). Mobile assisted language learning: A literature review. In proceedings of the 11th international conference on mobile and contextual learning (pp. 9–16). Helsinki.
• Vitta, J. P., & Al-Hoorie, A. H. (2020). The flipped classroom in second language learning: A meta-analysis. Language Teaching Research. doi: 10.1177/1362168820981403
• Yağız, O., Aydın, B., & Akdemir, A. S. (2016). ELT research in Turkey: A content analysis of selected features of published articles. Journal of Language and Linguistic Studies, 12(2), 117-134.
• Zengin, Ö., & Aksu, M. (2017). A review study on the integration of technology into foreign language education in Turkey. Ankara University, Journal of Faculty of Educational Sciences, 50(2), 79-104.
• Zhao, Y. (2003). Recent developments in technology and language learning: A literature review and meta-analysis. CALICO Journal, 21(1), 7-27.
• Zhao, X., Wang, Y., Liu, Y., Xu, Y., Meng, Y., & Guo, L. (2019). Multimedia based teaching platform for English listening in universities. International Journal of Emerging Technologies in Learning, 14(4), 160-168. doi: 10.3991/ijet.v14.i04.9690