Browsing by Subject "attitude"
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Item Open Access Attitudes of students and teachers towards the use of interactive whiteboards in EFL classrooms(Bilkent University, 2008) Elaziz, M. FatihThis study explored the attitudes of students, teachers, and administrators towards the use of interactive whiteboards (IWBs) in language teaching and learning contexts, and also sought insights into students’ and teachers’ actual use of IWBs in English as a foreign language classes. The study also investigated possible factors affecting teachers’ and students’ positive and negative attitudes towards IWB technology. Data were collected through questionnaires distributed to 458 students and 82 teachers in different institutions across Turkey, ranging from primary schools to universities. Three administrators were interviewed in order to explore their opinions towards IWB use in language instruction, and three classrooms were observed. Questionnaire results revealed that both students and teachers have positive attitudes towards the use of IWBs in language instruction and are aware of the potential of this technology. Responses given in interviews indicated that all administrators are supportive of IWB technology in English classes, and observations revealed that IWBs are used with their basic functions in English classes. The statistical analysis revealed that the more teachers use IWBs, the more they like this technology. It was also found that as the number of hours of IWB exposure increases, students’ awareness of the distinctiveness of IWB technology rises.Item Open Access The effectiveness of audio books on the reading comprehension of selected texts by university EFL students at different proficiency levels(Bilkent University, 2010) Türker, SamiThis study mainly investigated the effectiveness of audio books on the reading comprehension of selected texts by university EFL students. This study also aimed to find out whether a difference in students‘ reading comprehension as a result of exposure to audio books emerges based on their proficiency levels. Lastly, students‘ attitudes toward audio books were also investigated in the study. This study was conducted over three weeks, with the participation of 82 students from four classes at elementary and intermediate levels at Anadolu University School of Foreign Languages. One of the classes at each level was selected as the control group and the other class was designated as the experimental group. The control group students were assigned to read three graded readers, one book per-week, while the experimental group students were assigned to read the same books and listen to the accompanying audio CDs outside the classroom.In order to investigate the effectiveness of audio books on the reading comprehension of university EFL students, reading comprehension tests, which were prepared for each book separately, were administered to the control and the experimental group students after each one-week reading period. In order to address the first research question, the mean values and standard deviations were calculated and compared between the control and experimental groups. The test results of the elementary and the intermediate level students were compared to explore any difference in the effectiveness of audio books on reading comprehension according to their proficiency levels. Following each reading comprehension test, the experimental group students were administered a questionnaire with the intent to find out their attitudes toward using audio books. Analysis of the test data revealed that audio books are effective in the text comprehension of university EFL students, and they appeared to have a greater effect on students at intermediate level than they did at elementary level. The results from the questionnaire showed that the experimental group students had positive attitudes toward their experience with audio books. Finally, the study emphasizes the importance of audio books, suggesting that teachers can incorporate them as an alternative approach to traditional extensive reading implementation.Item Open Access The effectiveness of mobile assisted language learning as a supplementary material for English language teaching coursebooks(Bilkent University, 2010) Korkmaz, HüsemThis study was conducted (a) to investigate the effectiveness of mobile assisted language learning (MALL) applications in supplementing ELT coursebooks, and (b) to explore the attitudes of the students towards MALL supplementation. Four pre-intermediate level preparatory classes with a total of 100 students participated in this study. During the eight weeks of experimental process, 50 students in the experimental group were sent supplementary SMS and MMS messages in addition to regular in-class learning whereas those 50 in the control group used conventional supplementary materials. In the fourth and the eighth weeks of the study, achievement test scores of the groups were analyzed and compared to measure the effects of MALL supplementation on students‟ achievement scores. Additionally, a post-questionnaire was employed to elicit the attitudes towards MALL supplementation for ELT coursebooks and the findings were quantitatively analyzed. The findings of the study revealed that MALL supplementation had positive effects on students‟ achievement scores especially if the students read the messages regularly. Questionnaire data also suggested that the students had positive attitudes towards this new language learning application as a supplementary material for ELT coursebooks.Item Open Access High school science teachers' beliefs and attitudes towards the use of interactive whiteboards in education(Bilkent University, 2014) Anatürk, CerenIn recent years, the field of educational technology has rapidly developed and facilitated the integration of new generation technological tools into education. Interactive white boards (IWBs) are one of the popular technological tools which can be named as a product of this progression. In Turkey, with the scope of the FATİH (Movement of Enhancing Opportunities and Improving Technology) Project, the Ministry of National Education (MoNE) also distributed IWBs with internet connection for selected 17 pilot cities all around Turkey. This study explored high school science teachers’ beliefs and attitudes towards the use of IWBs by considering six different FATİH Project pilot high schools in Ankara. Science teachers (biology, physics and chemistry) from six of the high schools were selected and 36 teachers participated to the questionnaire out of 46. Of these, three teachers from each school were chosen by considering their questionnaire results with purposeful sampling method. The study utilized mixed-methods approaches so quantitative data (questionnaire) were complemented by qualitative data (interviews and classroom observations).The results were analyzed with descriptive statistics and qualitative data analysis methods. According to the results, teachers agreed that IWBs are teaching tools which facilitate reaching different sources and displaying them to the whole class immediately. Although teachers have positive attitudes towards the use of IWBs, it was seen that most of them do not feel comfortable while using IWBs in the classrooms. The reason for that was explained with insufficient in-service trainings by considering interview results. Moreover usage differences among science teachers (physics, chemistry and biology), common problems which are related to IWBs and contributions of IWBs to particular teaching process of the high school science teachers were indicated in following sections.