Tertiary level EFL students’ perceptions regarding the use of Edmodo, Quizlet, and Canva within technology acceptance model (Tam)
| buir.advisor | Peker, Hilal | |
| dc.contributor.author | Çeçen, Gözem | |
| dc.date.accessioned | 2020-06-12T07:32:17Z | |
| dc.date.available | 2020-06-12T07:32:17Z | |
| dc.date.copyright | 2020-06 | |
| dc.date.issued | 2020-06 | |
| dc.date.submitted | 2020-06-10 | |
| dc.description | Cataloged from PDF version of article. | en_US |
| dc.description | Thesis (M.S.): Bilkent University, Department of Teaching English as a Foreign Language, İhsan Doğramacı Bilkent University, 2020. | en_US |
| dc.description | Includes bibliographical references (leaves 139-164). | en_US |
| dc.description.abstract | The purpose of this quantitative study was to examine tertiary level EFL learners’ perceptions on the use of the Web 2.0 tools (i.e. Edmodo, Quizlet, Canva). This study was conducted with 90 participants at an English language preparatory school of a state university in Turkey. The results indicated that lower level students reported more positive opinions pertaining the use of the tools individually or altogether when compared to higher level students. The participants significantly differed from one another in terms of their perceptions of the awareness and actual system usage of the tools. It was also found that the perceptions of the awareness could slightly and the perceptions of the actual system usage of the Web 2.0 tools could moderately predict the perceptions of the perceived usefulness of the tools. The implications of this study indicate that these already repeatedly used tools as a curricular task could be substituted or replaced with other tools to alleviate the oversaturation and reluctance of the use of the Web 2.0 tools by learners. Also, their opinions could also be taken into consideration when choosing which Web 2.0 tools to be implemented into language laboratory lessons so that their perceptions on the perceived usefulness, awareness and actual system usage of the tools could be positively shaped. Further research is required in the literature to give more support to generalize the results. | en_US |
| dc.description.provenance | Submitted by Betül Özen (ozen@bilkent.edu.tr) on 2020-06-12T07:32:17Z No. of bitstreams: 1 10336647.pdf: 1816369 bytes, checksum: 27f327fd168d9af9f126505d7640e10d (MD5) | en |
| dc.description.provenance | Made available in DSpace on 2020-06-12T07:32:17Z (GMT). No. of bitstreams: 1 10336647.pdf: 1816369 bytes, checksum: 27f327fd168d9af9f126505d7640e10d (MD5) Previous issue date: 2020-06 | en |
| dc.description.statementofresponsibility | by Gözem Çeçen | en_US |
| dc.format.extent | xvi, 225 leaves ; 30 cm. | en_US |
| dc.identifier.itemid | B160279 | |
| dc.identifier.uri | http://hdl.handle.net/11693/53649 | |
| dc.language.iso | English | en_US |
| dc.rights | info:eu-repo/semantics/openAccess | en_US |
| dc.subject | Web enhanced language learning | en_US |
| dc.subject | Technology acceptance model | en_US |
| dc.subject | English as a foreign language | en_US |
| dc.subject | Web 2.0 | en_US |
| dc.title | Tertiary level EFL students’ perceptions regarding the use of Edmodo, Quizlet, and Canva within technology acceptance model (Tam) | en_US |
| dc.title.alternative | Yüksek öğrenim gören ve İngilizceyi yabancı dil olarak öğrenen öğrencilerin teknoloji kabul modeli (Tam) çerçevesinde Edmodo, Quizlet ve Canva kullanımına yönelik algıları | en_US |
| dc.type | Thesis | en_US |
| thesis.degree.discipline | Teaching English as a Foreign Language | |
| thesis.degree.grantor | Bilkent University | |
| thesis.degree.level | Master's | |
| thesis.degree.name | MA (Master of Arts) |