Browsing by Subject "English language Study and teaching Computer-assisted instruction."
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Item Open Access Issues in the design and implementation of Web-based language courses(Bilkent University, 2003) Bingöl, Azra NihalThis study explored the factors that course designers have taken into account in the design and implementation of web-based courses, how the design and implementation of the web-based courses were effected, and course designers’ views of possible future directions for developing and implementing web-based courses. From the results of this study, some recommendations are made for Bilkent University School of English Language (BUSEL), which is thinking of designing and implementing web-based courses in an English for Foreign Language (EFL) setting. Nine English Language Teaching (ELT) professionals, from different institutions inside and outside of Turkey, participated in this study. A questionnaire was sent to eight participants through email in four different sections. One participant was interviewed as she lives in Ankara, Turkey. The interview consisted of the same questions as the questionnaire. The questionnaire and the interview results were analyzed qualitatively. The data analysis was based on the interpretation of the interview data and the interpretations of patterns emerging from participants’ responses. The data results reveal that it is important to take student concerns, technical concerns, and pedagogical concerns into consideration before designing and implementing web-based courses. The results especially suggest a need for teams of teachers to work together to reduce potential problems in their areas and maximize efficiency in the process. They also call for both teachers and students to receive orientations into the process of web-based instruction before commencing it.Item Open Access Teachers' attitudes towards computer technology use in vocabulary instruction(Bilkent University, 2003) Arkın, Erkan İsmailThis study examined how teachers perceive the incorporation and use of computer technology resources in language teaching through investigation of teachers’ attitudes and approaches to using an online supplementary resource in vocabulary instruction in an EFL context. The program offers such tools as vocabulary level tests, a vocabulary frequency profiler, word and text concordancer, and cloze text and hypertext builder. The aim of the study was to explore the factors that affect teachers’ use or non-use of the online program for teaching purposes. The study finally examined whether and to what extent opportunities, facilities, and training provided to teachers contribute to their acceptance and use of these resources. The data was collected through questionnaires distributed to 97 teachers in an English-medium university. Based on the results of the questionnaires, a stratified sample of 12 teachers was selected for follow-up interviews. The questionnaire results revealed statistically significant differences between teachers who have undergone computer technology training and those who have not in terms of their attitudes toward computers and the use of computer technology resources in language teaching. Follow-up interviews were used to determine whether positive attitudes or interests led people to undergo training or the reverse. The responses supported both cases for different individuals. The results also showed that simply introducing computer technology resources does not guarantee teachers’ use of these in practice. The provision of training is seen as a key factor in both changing attitudes and encouraging teachers in incorporating technology into their instruction.