dc.contributor.advisor | Aydınlı, Julie Mathews | |
dc.contributor.author | Keleş, Ufuk | |
dc.date.accessioned | 2016-01-08T18:22:48Z | |
dc.date.available | 2016-01-08T18:22:48Z | |
dc.date.issued | 2013 | |
dc.identifier.uri | http://hdl.handle.net/11693/15672 | |
dc.description | Ankara : The Department of Teaching English as a Foreign Language, Bilkent University, 2013. | en_US |
dc.description | Thesis (Master's) -- Bilkent University, 2013. | en_US |
dc.description | Includes bibliographical references leaves 98-110. | en_US |
dc.description.abstract | Computer and internet technologies have radically changed the way people
communicate and process information in the past three decades. Such drastic
advances have found their reflections in the field of Computer-Assisted Language
Learning (CALL) as part of language teaching. Today, Web 2.0 offers numerous
merits to language teachers and learners. While language classrooms are transformed
into student-centered learning environments, learners have found the opportunity to
break out of the physical boundaries of the classroom walls. Therefore, teachers have
been forced to make use of online tools in order to reinforce their teaching practice.
Although such transition is unlikely to cease to exist, the amount of studies
examining the effects of Web 2.0 tools is rather limited. Wikis are helpful tools for
language teachers for they are easy to learn and simple to use. Despite the benefits
they offer to language teachers, the present literature about the use of wikis in the
language classroom is even less infrequent, and a great majority of the studies
examining the use of wikis in language classrooms focuses on their use for the
teaching and enhancement of the writing skill. Likewise, there is only one study
concentration on the reading skill. However, there has not been a study that reveals whether wikis can be used for the teaching of grammar and vocabulary. This study
investigated the perceptions of the ELT students about the use of Web 2.0 tools,
particularly wikis, in their future classrooms. The research was conducted at a state
university in Turkey with 12 ELT students who were trained to learn to use wikis in
a four-hour workshop. Pre- and post-perception questionnaires were administered in
order to collect qualitative data which were statistically analyzed after the training.
Follow-up interviews were conducted with four students, and these data were
qualitatively analyzed. The statistical analysis of data revealed that although these
ELT students were digitally literate, and they made use of several Web 2.0 tools in
their daily lives, but they believed that their formal education was not enough for
their future careers. There was statistically significant difference in their perceptions
when their formal education was concerned. Similarly, their perceptions changed
significantly for the teaching of reading, writing, and grammar. On the whole, they
initially had positively strong feelings towards the use of Web 2.0 tools in their
future classrooms. This positive attitude slightly increased after the wiki training.
When the qualitative data derived from the follow-up interviews were evaluated, it
was found that although the participants of the wiki training (WPs) had perceived
wikis as complex Web 2.0 tools at first, their perceptions changed after being
introduced to wikis. This change in their perception about wikis helped them to
reconsider their opinions and their prejudices were transformed into confidence that
they could learn about the contemporary Web 2.0 tools in order to enhance their
teaching abilities. While the relevant literature looked for an answer to the question
whether wikis were effective tools for writing, this research study focused on finding
new ways to improve language learning performance of the students through the
employment of wikis. The findings of the study revealed that wikis could be employed in the field of ELT via integrating several other Web 2.0 tools into wikis
for different purposes including the teaching of writing, reading, vocabulary and
grammar. | en_US |
dc.description.statementofresponsibility | Keleş, Ufuk | en_US |
dc.format.extent | xvii, 125 leaves | en_US |
dc.language.iso | English | en_US |
dc.rights | info:eu-repo/semantics/openAccess | en_US |
dc.subject | CALL | en_US |
dc.subject | Web 2.0 tools | en_US |
dc.subject | Language Teaching | en_US |
dc.subject | ELT | en_US |
dc.subject | Wikis | en_US |
dc.subject | Writing | en_US |
dc.subject | reading | en_US |
dc.subject | Grammar | en_US |
dc.subject | Vocabulary | en_US |
dc.subject.lcc | PE1068.T8 K45 2013 | en_US |
dc.subject.lcsh | English language--Study and teaching (Higher)--Turkey. | en_US |
dc.subject.lcsh | English language--Computer-assisted instruction. | en_US |
dc.subject.lcsh | World Wide Web--Study and teaching (Higher) | en_US |
dc.title | The perceptions of ELT students about the use of Web 20 tools, particularly wikis, in their future language classrooms | en_US |
dc.type | Thesis | en_US |
dc.department | M.A. in Teaching English as a Foreign Language | en_US |
dc.publisher | Bilkent University | en_US |
dc.description.degree | M.A. | en_US |