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TEACHING ENGLISH FOR SPECIFIC PURPOSES THROUGH THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES AND

MULTIMEDIA IN TURKISH MILITARY ACADEMY: A STUDY ON YOUTUBE

Yasin KÜÇÜKYILMAZ

MA THESIS

ENGLISH LANGUAGE TEACHING DEPARTMENT

GAZI UNIVERSITY

INSTITUTE OF EDUCATIONAL SCIENCES

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i

TELİF HAKKI VE TEZ FOTOKOPİ İZİN FORMU

Bu tezin tüm hakları saklıdır. Kaynak göstermek koşuluyla tezin teslim tarihinden itibaren 12 (Oniki) ay sonra tezden fotokopi çekilebilir.

YAZARIN Adı : Yasin Soyadı : KÜÇÜKYILMAZ Bölümü : İngilizce Öğretmenliği İmza : Teslim Tarihi : TEZİN

Türkçe Adı : Multimedya ve Bilgi ve İletişim Teknolojileri Kullanarak Alan İngilizcesinin Kara Harp Okulunda Öğretilmesi: Bir Youtube Çalışması

İngilizce Adı : Teaching English for Specific Purposes through the Use of

Information and Communication Technologies and Multimedia in Turkish Military Academy: A Study on Youtube

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ETİK İLKELERE UYGUNLUK BEYANI

Tez yazma sürecinde bilimsel ve etik ilkelere uyduğumu, yararlandığım tüm kaynakları kaynak gösterme ilkelerine uygun olarak kaynakçada belirttiğimi ve bu bölümler dışındaki tüm ifadelerin şahsıma ait olduğunu beyan ederim.

Yazar Adı Soyadı : Yasin KÜÇÜKYILMAZ

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Jüri Onay Sayfası

Yasin KÜÇÜKYILMAZ tarafından “Teaching English for Specific Purposes through the Use of Information and Communication Technologies and Multimedia in Turkish Military Academy: A Study on Youtube ” adlı tez çalışması aşağıdaki jüri tarafından oy birliği / oy çokluğu ile Gazi Üniversitesi İngilizce Öğretmenliği Anabilim Dalı’nda Yüksek Lisans tezi olarak kabul edilmiştir.

Danışman : Yrd.Doç.Dr.Sevinç ERGENEKON EMİR

Başkan : Doç.Dr.Gonca YANGIN EKŞİ

Üye : Yrd.Doç.Dr.Gülşen DEMİR

Tez Savunma Tarihi: 05/02/2016

Bu tezin İngilizce Öğretmenliği Anabilim Dalı’nda Yüksek Lisans tezi olması için şartları yerine getirdiğini onaylıyorum.

Unvan Ad Soyad

Eğitim Bilimleri Enstitü Müdürü Prof.Dr.Servet KARABAĞ

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To my mohter Yıldız

and

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ACKNOWLEDGEMENTS

I feel the utmost urge to express my gratitude to my supervisor, Assist. Prof. Dr. Sevinç ERGENEKON EMİR, for her invaluable support during this period. It would be too laborious to conclude this study without my supervisor’s professional support, patience and experience. I would also like to thank to Colonel Hasanbey ELLİDOKUZOĞLU, the Head of Foreign Language Department in Turkish Military Academy, for his professional guidance to my studies and consent to carry out my experimental studies.

Thanks to the understanding and supporting manners of my beloved wife, I was able to conclude this study. Despite working as a teacher during day time, she undertook almost all other time consuming and tiring efforts such as taking care of our rigorous kids at home in order to spare me time to study.

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TEACHING MILITARY TERMINOLOGY THROUGH THE USE OF

INFORMATION AND COMMUNICATION TECHNOLOGIES AND

MULTIMEDIA: A STUDY ON YOUTUBE

(Yüksek Lisans Tezi)

Yasin KÜÇÜKYILMAZ

GAZİ ÜNİVERSİTESİ

EĞİTİM BİLİMLERİ ENSTİTÜSÜ

Ocak, 2016

ÖZ

Günümüz dünyasında uluslararası iletişim ve işbirliği insanlık tarihi boyunca hiç olmadığı kadar gereklilik haline gelmiştir. Teknoloji sayesinde devletler, kurumlar, şirketler ve bireyler diğer milletler ile temas halinde olabilmektedir. Ancak devletleri, kurumları veya şirketleri temsil eden personelin belli alanlarda uzmanlaşmış olması gereklidir ki bu o alandaki terminolojiye hakimiyeti gerektirmektedir. Bu nedenle bir NATO üyesi olan Türk Silahlı Kuvvetlerindeki lider personeli için genel İngilizce bilgisi kadar askeri İngilizce terminolojisine hakimiyet büyük önem arz etmektedir. Klasik yöntemler ile ulaşılamayacak seviyede fark ve farkındalık yaratmak amacıyla bilgi ve iletişim teknolojisi ile multimedya gereçleri kullanarak dil ve terminoloji öğretilebileceği ve daha başarılı sonuçlar alınabileceği bu çalışma sonucuyla tespit edilmiştir. Askeri tabirlerin daha etkili öğretilmesi, daha uzun süre akılda kalmasının sağlanması ve Harbiyelilere ders dışı zamanlarda ve mezuniyet sonrasında kendi kendilerine nasıl İngilizce çalışacakları konusunda fikir vermek maksadıyla bu çalışma yapılmıştır. Çalışma kapsamında Kara Harp Okulunda ders gören iki kısım Harbiyeli deney ve kontrol grupları olarak yer almıştır. Her iki grubun öğretilmesi hedeflenen askeri terminolojiye hakimiyetleri ön test ile ölçülmüş ve her iki grup öğrencinin yakın seviyelerde bulunduğu belirlenmiştir. Sonrasında 6 hafta süre içinde gerçekleştirilen deneysel çalışmada deney grubuna teknoloji ve multimedya araçları kullanarak bu terminolojinin geçtiği videoları seyrettirilmiştir. Kontrol grubu ise bu terminolojiyi klasik yöntemlerle, sadece çalışma kağıtlarından okuyarak ve içerik ile ilgili soruları cevaplayarak öğrenmiştir. Faaliyet sonunda yapılan son test sonuçlarına göre deneysel çalışma yapan grup daha başarılı olmuştur. Son testin uygulanmasından 6 hafta sonra yapılan

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ertelenmiş son test uygulamasında ise deneysel çalışma yapan grup son testteki başarısını tekrarlamış, ancak kontrol grubu son testten daha düşük bir başarı sergilemiştir. Deneysel çalışma esnasında Harbiyelilerin derse olan ilgilerinin üst düzey olduğu gözlenmiştir. Kontrol grubunda ise, konunun ilginç olmasına rağmen, kullanılan yöntemin ilgi çekici olmaması nedeniyle derse olan ilginin düşük seviyede olduğu gözlenmiştir. Son olarak deneysel grupta bulunan Harbiyelilerin teknoloji ve multimedya kullanılarak dil eğitimi yapılmasına yönelik tutumlarının tespiti amacıyla yapılandırılmış görüşme uygulaması yapılmıştır. Harbiyeliler verdikleri yanıtlarda teknoloji kullanımının daha etkili öğrenme sağladığını, derse ilgi ve motivasyonlarının daha yüksek olması nedeniyle daha iyi öğrendiklerini ve bu çalışma sayesinde edindikleri tecrübe ile Youtube gibi internet yararlanılarak ders dışında ve mezuniyet sonrasında kendi kendilerine dil gelişimlerini geliştirmeye devam edebileceklerini belirtmişlerdir. Deney ve kontrol grupları arasındaki başarı farkı SPSS kullanılarak analiz edilmiş ve deneysel grubun anlamlı bir fark ile daha başarılı olduğu görülmüştür. Bu çalışmayı değerli kılan en önemli şey sanal ortamda bulunan çok çeşitli ve zengin bilgi kaynaklarının dil eğitimi için etkili ve ilgi çekici bir kaynak olarak kullanılabileceğini ispatlamış olmasıdır. Bunun yanında bu kaynağa ulaşımın neredeyse sınırsız olması öğrenme ortamlarının daha esnek ve daha ulaşılabilir olmasına olanak sağlamaktadır. Bu nedenle insanlar artık dil öğrenmek için sadece dershane ortamına mecbur olmadıklarının farkına varmakta ve sürekli ve yaşam boyu öğrenme konusunda bir farkındalığa ulaşmaktadırlar. Öğretmenler ise günümüz teknolojisi sayesinde zengin ve çok çeşitli materyal desteğine sahip olmaları sayesinde daha etkili ders anlatabilecekler ve öğrencileri motivede zorlanmayacaklardır.

Bilim Kodu :

Anahtar Kelimeler : Bilgi ve İletişim Teknolojileri, Multimedya, Kısım, Harbiyeli, Yapılandırılmış Görüşme

Sayfa Adedi : 125

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TEACHING MILITARY TERMINOLOGY THROUGH THE USE OF

INFORMATION AND COMMUNICATION TECHNOLOGIES AND

MULTIMEDIA: A STUDY ON YOUTUBE

(M.A Thesis)

Yasin KÜÇÜKYILMAZ GAZİ UNIVERSITY

GRADUATE SCHOOL OF EDUCATIONAL SCIENCES February, 2016

ABSTRACT

In today’s World, international communication and cooperation have gained greater importance than ever before in the history of mankind. Thanks to technology, the states, institutions, corporations and individuals can connect with other individuals, corporations, organizations and nations. However, the people representing the states, institutions and corporations are required to be experts on certain areas of the language they use to communicate, which requires being competent on the terminology on that certain area. Therefore, teaching English for Specific Purposes has become an important necessity recently. As a natural outcome of being a NATO member, the leader personnel of Turkish Armed Forces must be competent in English military terminology in addition to mastering general English in order to represent Turkey better. This study proves that higher language competence and awareness can be achieved by using the information and communication technologies and multimedia devices. This study was conducted to find out whether or not military terminology could be taught better and for longer terms through the use of ICT and multimedia devices. Another purpose of this study is equipping the cadets with the idea of being able to learn on their own after the classes and even after graduation thanks to the experience they obtained during this study in the class. The participants of this study are two classes of Cadets in Turkish Military Academy in Ankara, Turkey. Both groups’ competence on the target military terminology were similar according to the pre-test scores. The experimental group watched Youtube videos to learn the target terminology unlike the control group that learned the same content by reading and answering the comprehension questions about the terminology. After the treatment for six weeks, a post-test was

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administered, and the results of it revealed that experimental groups scored much better than the control group. Four weeks after the post-test, another test (delayed-post-test) was administered to see the retention levels of both groups. Experimental group reached almost the same results, but the control group scored lower than its post test results. It was observed that the experimental group was more interested in the lessons than the control group. Despite the interesting topics, as a result of the dull nature of the materials used in the control group, control group’s attention span was shorter. Finally, a structured interview was conducted on ten of the cadets in the control group in order to elicit their attitudes towards the use of technology and multimedia to learn military terminology. The answers showed that cadets find technology use better than the lessons they were taught through classical methods. Also, they expressed the fact that they learned how to continue learning on their own after the classes and even after graduation by exploiting the internet sites such as Youtube. The test scores were analyzed using SPSS and the experimental group proved to be much better than the control group at learning the target terminology. What makes this study worthwhile is the fact that it makes the learners and teachers aware of the fact that internet is abundant in resources to learn or teach English. Moreover, this rich resource is available everywhere provided that there is internet access. Therefore, cadets gained awareness in the fact that they don’t have to be in the class at a certain time to learn English, which enables lifelong learning habits on behalf of cadets. Lastly, the teachers have access to a very rich resource of supplementary materials that boost their classes by enriching their lessons; therefore, teachers will be able to motivate students better and achieve greater success.

Science Code :

Key Words : ICT, Multimedia, Section, Cadet, Structured Interview Page Number : 125

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x TABLE OF CONTENTS ACKNOWLEDGEMENTS ……….………...…... v ÖZ ………..….. vi ABSTRACT ………...…………. viii TABLE OF CONTENTS ………..…..x

LIST OF TABLES ………..………..xiv

LIST OF ABBREVIATIONS ……….………xvi

CHAPTER 1 ………... 1

INTRODUCTION ... 1

1.1. Presentation ... 1

1.2. Background of the Study ... 1

1.3. Statement of the Problem ... 1

1.4. Aim of the Study ... 3

1.5. Significance of the Study ... 3

1.6. Assumptions ... 4

1.7. Limitations ... 5

1.8. Definitions of Terms ... 5

LITERATURE REVIEW ... 9

2.1. Presentation………..………. 9

2.1. History of Audio-media Use in Language Teaching……….. 9

2.2. Theoretical Background……….……… 10

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2.4. Language Laboratories in Language Teaching……… 13

2.5. Call in Language Teaching ……….. 14

2.5.1. Behavioristic CALL ……….……….. 15

2.5.2. Communicative CALL ………..…. 15

2.5.3. Integrative CALL ……….…... 15

2.6. The Research Conducted in Turkey ……….... 19

2.7. Boosting Learning Through Easy Access to Materials………..………. 20

2.8. Providing Learners with Opportunities to Communicate……….…… 23

2.9. Increasing Learner Motivation………...….. 25

2.10. Supplying Learners with Authentic Materials………..……… 26

2.11. Boosting Learning through Easy Access to Materials ………. 27

2.12. Providing Learners with the Opportunities to Communicate ……… 28

2.13. Increasing Comprehensibility………....…. 29

2.14. Advantages of Computer Use in Language Teaching……….………. 30

2.15. Motivating Learners……… 34

2.16. Better and Effective Learning ……….... 37

2.17. Boosting Learner Autonomy………... 39

METHODOLOGY ... 41

3.1. Presentation ... 41

3.2. Research Design ... 41

3.2.1. Experimental Research Design ... 42

3.2.2. Qualitative Research Design ... 43

3.3. Universe and Sample ... 43

3.3.1. Demography ... 43

3.3.2 Experimental and Control Groups ... 44

3.4. Data Collection Devices and Tools ... 44

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3.4.2. Post-test………...……….. 45

3.4.3. Delayed Post-test……… 45

3.4.4. Structured Interview for Cadets……….………. 45

3.4.5. Structured Interview for the Teachers……… 45

3.5. Data Collection... 47

3.6. Data Analysis ………....……… 47

DATA ANALYSIS ... 49

4.1. Presentation ……….……….……. 49

4.2. Findings of Experimental Design ... 49

4.2.1. Group Statistics……….….. 49

4.2.2. Test of Normality ……….………..… 50

4.2.3. T-Test Scores of Experimental and Control Groups……….…….. 53

4.2.4. Paired Sample Test………. 56

4.2.5. Paired Sample Correlations……… 57

4.2.6. Comparison of Test Scores……….……… 58

4.3. Findings of the Qualitative Design………... 60

4.3.1. Pilot Study on Interviews………... 60

4.3.2. Analysis of the Interview Questions……….. 61

4.3.3. Discussion of the Structured Interview……..……….. 71

4.3.4. Analysis of the Interview for Teachers………...…….. 72

4.3.5. Discussion of the Structured Interview for Teachers………..…... 79

FINDINGS AND CONCLUSION……….. 81

5.1. Presentation ……….. 81

5.2. Interpretation of Findings in Relation to Research Questions……….. 81

5.2.1. Interpretation of the Research Question 1………..……. 81

5.2.2. Interpretation of the Research Question 2………..……. 82

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5.2.4. Interpretation of the Research Question 4……….……….. 84

5.3. Conclusion………..……… 85

5.3.1. Brief Summary of the Study………... 86

5.3.2. Implications of the Study……….………... 87

5.3.3. Suggestions for further Study………. 88

REFERENCES………. 91

APPENDICES ... 99

Appendix A. Pre-test ... 100

Appendix B. Post-test ………...………... 105

Appendix C Delayed Post-test... 110

Appendix D. Structured Interview for Cadets ... 114

Appendix E. Structured Interview for Teachers ... 117

Appendix F. Worksheet for Control Group ... 120

Appendix G. Lesson Plan for Experimental Group…..………... 123

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LIST OF TABLES

Table 1. Comparison of pre-test scores of control and experimental groups………. 49

Table 2. Independent Sample Test ……….50

Table 3. Comparison of experimental and control groups’ test of normality ………50

Table 4. Comparison of experimental and control groups’ test of normality ……….51

Table 5. Comparison of experimental and control groups’ test of normality ……….51

Table 6. Comparison of experimental and control groups’ test of normality ……….52

Table 7. Comparison of experimental and control groups’ test of normality ……….52

Table 8. Comparison of experimental and control groups’ test of normality ……….53

Table 9. The paired sample statistics of control group’s pre-test and post test scores. …….53

Table 10. The paired sample statistics of control group’s post test and delayed post-test scores. ………..54

Table 11. The paired sample statistics of experimental group’s pre-test and post test scores. 54 Table 12. The paired sample statistics of experimental group’s post-test and delayed post-test scores. ………...55

Table 13. The paired sample statistics of control group’s pre-test and post test scores. ……56

Table 14. Paired Samples Correlations 1 ………57

Table 14. Paired Samples Correlations 2 ……….57

Table 14. Paired Samples Correlations 3 ……….58

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Table 18 : Group Statistics ………...59

Table 19: Independent Sample Test ………59

Table 20 : Group Statistics ………...60

Table 21 : Independent Sample Test ………60

Table 22. Cadets’ response to Interview Question 1 ………...61

Table 23. Cadets’ response to Interview Question 2 ………...62

Table 24. Cadets’ response to Interview Question 3 ………...64

Table 25. Cadets’ response to Interview Question 4 ………...65

Table 26. Cadets’ response to Interview Question 5 ………...66

Table 27. Cadets’ response to Interview Question 6 ………...67

Table 28. Cadets’ response to Interview Question 7 ………...68

Table 29. Cadets’ response to Interview Question 8 ………...69

Table 30. Cadets’ response to Interview Question 9 ………...70

Table 31. Teachers’ Response to Interview Question 1 ………...73

Table 32. Teachers’ Response to Interview Question 2 ………...74

Table 33. Teachers’ Response to Interview Question 3 ………...74

Table 34. Teachers’ Response to Interview Question 4 ………...75

Table 35. Teachers’ Response to Interview Question 5 ………...76

Table 36. Teachers’ Response to Interview Question 6 ………...76

Table 37. Teachers’ Response to Interview Question 7 ………...77

Table 38. Teachers’ Response to Interview Question 8 ………...78

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LIST OF ABBREVIATIONS

LADNET The Portal Educational Videos in Turkish Military Academy Website ESP English for Specific Purposes

ICT Information and Communication Technologies TMA Turkish Military Academy

CALL Computer Assisted Language learning

CEFR Common European Framework of Reference for Languages OPT Oxford Placement Test

DVD Digital Versatile Disc

CD Compact Disc

CLT Communicative Language Teaching PC Personal Computer

ULAKBİM Turkish Academic Network and Information Center FLE Foreign Language Teaching

SMS Short Message Service MOLT Mobile Learning Tool

TOEFL Testing of English as a Foreign Language CMC Computer Mediated Communication CAI Computer Assisted Instruction ESL English as Second Language RWL Reading While Listening ZDP Zone of Proximal Development

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xvii SLA Second Language Acquisition

SCMC Synchronous Computer Mediated Communication F2F Face to Face

WLE Web-based Learning Environment

L2 Second Language

MuViT Multi-literacy Virtual Tools ESP English for Specific Purposes

LADNET The Portal Educational Videos in Turkish Military Academy Website CLT Communicative Language Teaching

WALL Web Assisted Language Learning TAF Turkish Armed Forces

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CHAPTER 1

INTRODUCTION

1.1.Presentation

In this section, the outline of the study will be given. Following the background information for the study, the problem of the study will be clarified. Then, the aim of the study will be stated. After that, the importance of the study and assumptions are going to be explained. Finally limitations will be stated along with key concepts.

1.2. Background of the Study

It is possible to find large number of researches on the teaching of ESP on various topics or areas, however the researcher could find no previous study on the teaching of military terminology. Therefore it was a great necessity to start conducting the effort on the teaching of military terminology through the use of Information and Communication Technologies which employs computers and internet or classical methods which involves reading from a text and answering the comprehension questions in the good old traditional ways. The great need for effective teaching of the military terminology, motivating the learners to be willing to participate in the classes and helping develop autonomous learners the researcher aimed to compare two groups of cadets in Turkish Military Academy in terms of their performances and attitudes towards the use of two different methods.

1.3. Statement of the Problem

International communication, interaction and cooperation became important requirements especially for the people who have administrative responsibilities and duties in this age. Turkish Armed Forces, which is a crucial governmental institution in charge of national defense, needs highly educated leaders who can also speak and understand foreign

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languages, especially English. As a natural outcome of being military leaders, the officers and non-commissioned officers (NCOs) need to learn English for military purposes. Learning military terminology in English is very important because during international military exercises, joint operations (Afghanistan, Kosovo, Bosnia etc.) and North Atlantic Treaty Organization (NATO) Headquarters duties Turkish officers and non-commissioned officers (NCOs) are required to have competence in military terminology in English or else they may face communication problems. Because of this, in addition to the course-books designed to teach general English, there is an urgent need for the design of materials that will boost the learning of military terminology in English. When it comes to where to obtain the necessary materials to teach military terminology, Information and Communication Technologies (ICTs) and multi-media technology come in handy. There is an immense number and variety of materials providing learners with military terminology in English and they are available via internet or multi-media technology. Students have a positive stance when it comes to the adaptation of technology in education.

Another problem with the teaching of military terminology is that the materials and activities already available on the course books and local area network data base (Moodle) are not interesting enough, up-to-date or various. As a result of the artificial nature of course book designs and activities, students are not intrinsically motivated to attend the lessons. This fact causes lack of student interest in the materials available and poor performance and low long term retention of the target vocabulary. However, videos, documentaries, pod-casts and speeches available on the official web sites of international organizations such as NATO, United Nations, European Union and multi-media materials serve a wide variety of military terminology. What is more, these materials are much more interesting for students in that they are both authentic and more current. If these sources are exploited by the teachers to prepare supplementary materials in order to expand the teaching of military terminology, students might have higher attention span and interest in the lessons; therefore, they will be able to learn an important sum of military terminology. Long term retention of military terminology is also a challenge. As a natural result of being exposed to the target vocabulary with the use of ICT and multimedia sources, the stimulation of both eyes and ears are possible. This may lead learners to better learning and long term retention. However, the students who only read and carry out some traditional activities on the texts to learn vocabulary are deprived of the chance of

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stimulating multiple senses. As Rusenganwa (2013) claims the effect of multimedia on the recall of the concepts taught is large.

Teaching how to make use of the resources on internet or multi-media to teach military terminology to the Cadets might have positive impacts on them not only during the education period in Turkish Military Academy (TMA) but also after graduation. Thanks to the experience of using the ICT and multimedia to learn military terminology, the cadets can continue learning further terminology or improve their overall English competence via the use of ICT and multimedia technology. This might result in learner autonomy so that further language development and terminology competence can be possible in the future.

1.4. Aim of the Study

The main objective of this research is to examine the effects of ICT and multi-media use in teaching English for Specific Purposes (ESP). The effects of the use of materials containing military terminology on internet sources and multimedia will be examined. More specifically, the study aims at finding answers to the following research questions: 1. Do the use of ICT and multimedia to teach ESP expand students’ specific vocabulary knowledge better than that of traditional activities?

2. Do the use of ICT and multimedia to learn ESP create motivation?

3. Do the use of ICT and multimedia to teach ESP develop learner autonomy?

4. Do the use of ICT and multimedia to teach ESP bring about long term retention on behalf of learners?

1.5. Significance of the study

This study will be on the efficiency of ICT and multimedia use to teach ESP. There is not a large variety of previous studies dealing with the teaching of military terminology through the use of ICT and multimedia in Turkey. If the use of ICT and multimedia to teach military terminology prove to be helpful, it will produce important assistance to the English curriculum of military educational institutions in TAF. The teaching staff and the faculty in TMA can also get some insights from the results of this study. Most importantly, the officer and NCO candidates may learn precious vocabulary for their future

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responsibilities on international duties. Their learning habits and experiences may also result in an increase in learner autonomy. Learner autonomy is very important because most TMA graduates have difficulty in improving or maintaining their English competence levels after graduation. They also need guidance in order to be able to learn how to make use of up-to-date materials in ICT and multimedia. It is hoped that suggestions that will be given depending on the results of this study can be beneficial for:

1. English teachers all over Turkey.

2. English teachers in military educational institutions in Turkey. 3. schools teaching ESP.

4. the further studies of ELT Departments of faculties in Turkey. 5. military academies and high schools.

1.6. Assumptions of the Study

The study is based on the following assumptions:

a. The materials available on the local area database ‘Moodle’ to teach ESP in TMA are not sufficient to meet the demands of cadets for future international duties and responsibilities.

b. Materials obtained from ICT and multimedia can help develop and add variety to the ‘Moodle’, by making it more effective, attractive and enjoyable.

c. Students’ motivation in learning English and military terminology could be increased via the use of ICT and audio-visual aids that would be loaded on ‘Moodle’.

d. Long term retention of military terminology knowledge will be achieved through the use of ICT and audio-visual aids.

e. Learner autonomy and self-study habits of cadets can be developed through the experiences they will get through this study to teach ESP to the Cadets in TMA.

f. The course books are not sufficient sources to teach ample and up-to-date military terminology to the Cadets.

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g. ICT and multimedia provide an amazing number and variety of military terminology knowledge.

h. Cadets need to learn how to make use of ICT and multimedia to learn military terminology. This study might inspire the students to become autonomous learners.

i. The use of ICT and multimedia not only improves military terminology knowledge but also develops overall language competence in learners.

j. The use of ICT and multimedia can develop a positive attitude to language learning because it is fun and enjoyable.

k. Control and experimental groups are assumed to have similar academic capacity and English competence level.

l. The subjects will answer the questions in the questionnaire honestly and sincerely.

1.7. Limitations of the Study

The study has the following limitations:

The study is limited to a Military Academy in Turkey, and it focuses on university level-adult learners.

The study group will consist of second grade upper-intermediate level cadets of 2014-2015 Academic Year. The number of the cadets will approximately be seventy.

This is a dissertation of limited scope; the collected information was, however, regarded as sufficient.

1.8. Definitions of Terms

Certain terms may appear repeatedly in the research. This concept clarification serves as a mere introduction of terms to be discussed in more detail in ensuing chapters.

Cadets: Students attending Military Schools.

NCOs Non-Commissioned-Officers. Their ranks are between corporal and third

lieutenant.

TMA A four-year co-educational military academy located in the center of

Ankara. Its mission is to develop cadets mentally and physically fit for service as commissioned officers in the Turkish Army.

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CHAPTER 2

LITERATURE REVIEW

2.1. Presentation

This chapter presents an overview of teaching ESP using ICT and audio-visual materials. History of technology use in language teaching, a number of the research in technology use in language teaching in Turkey and in the World, the effectiveness of the technology use and the effects of technology use in boosting learner autonomy are the issues stated in this chapter.

As the technology forces every aspect of life change, education and language teaching got also their shares. Technology has been supporting language teaching through the advents in audio and visual media.

2.2. History of Audio-media Use in Language Teaching

The first technological aids that are accepted in language teaching are the audio materials. In late 1950s, the audio tapes were used for language teaching. The early versions of audio tape machines were too heavy and big. In 1970s, with the emergence of audio cassettes, this machine had great support in language teaching. The audio materials were commonly used after the establishment of audio language laboratories. Thanks to this development, both students and teachers gained access to the audio materials. Following this development new forms of digital audio called compact disc or CD were introduced in early 1980s.

This development provided both the teachers and students with interactive and extensive use of the authentic materials to listen. Audio materials are still widely used in language laboratories. Since listening is one of the most important elements in language learning, the introduction of audio media can be regarded as a turning point in

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integrating technology into the language instruction. Especially, according to Krashen’s (1985) input theory, during the initial language learning stages, large quantities of comprehensible input assists the learners to gradually develop their knowledge of the language system. Moreover, an extensive listening instruction allows students to listen to materials that contain familiar items that construct the bridge between reading proficiency and listening proficiency. Therefore, audio technology should be used interactively with computers and projection machines to support them with visual media. It also enables the students to follow up reading passages with the audio recorded by native speakers. Today, textbooks include audio materials (CDs) and DVDs to support both the reading and the structural materials they aim to teach. With the rapid developments in technology, smart phones and Mp3 players are also used as supplementary listening technologies and they make it possible for learners to do listening activities wherever they are.

2.2. Theoretical Background

The use of technology is an inevitable reality in education in this modern age. Thanks to technology, everything is changing rapidly and changing the course of life even on daily basis. Technology use is an undeniable fact and technology use in language can constitute all kinds of instructional theories. It can include behaviorist perspective, making use of reinforcements, or it can work cognitive theories because meaningful learning and enhancement of information processing are very important through the use of audio-visual reinforcements. Moreover, it is clear that integration of technology into language teaching is parallel to Gardner's multiple intelligence (MI) theory because it provides the teachers with the opportunity to address students' with different learning styles. Also, as mastery learning is another crucial issue in language teaching, task-based instructional strategies are commonly used in technology assisted language instruction. Lastly, integration of technology into language teaching is motivating on behalf of the learners because it provides the students with freedom of choice. It also helps them take their responsibility of learning, and give a chance for self-actualization. Thanks to the habit of using technology to learn a language, the students also develop the attitude of learning by themselves, which means that technology gives way to the development of autonomous learners.

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Access to authentic and comprehensible materials in the target language is very important for effective acquisition of a language. However, for many learners, whether in class or out of class settings, the access to the technological aids to learn a language is often restricted. Thus, this limitation is supposed to be eliminated with the help of information and communication technologies. There are three principles of information and communication technology (ICT) to provide better access to linguistic and cultural materials. This can be explained in three subheadings which are namely enhancing access efficiency through digital multimedia, authenticity using video and the internet, and comprehensibility via learner control and multimedia.

Secondly, engaging in authentic communication (interaction) in the target language is another important requirement for successful language learning yet such opportunities do not exist for most learners. ICT has again been used in many different ways to provide learners with opportunities to communicate in the target language (Hanson-Smith, 2001). According to Zhao (2003) efforts in this area can be placed into two groups: interaction with the computer and interaction through the computer with remote audiences.

Finally, learner motivation is another element by which language teaching gains the capacity of becoming more effective. Therefore, since information and communication technologies are essential parts of language teaching today, whether or not they can foster learner motivation is another issue open to discussion. Among the benefits of instructional technologies in language teaching for motivation, we can state enhancement of motivation and involvement, fostering autonomy; therefore, making the learners more responsible, active and independent. This increases satisfaction, and provide the learners with the opportunity of a higher quality of learning. In the following part, current research issues will be stated as parallel with the theoretical framework that was mentioned earlier above.

2.3. Visual-media Use in Language Teching

Images and videos are main elements of visual media. These are used effectively in language teaching. Slide projector and overhead projectors date back to 1960s, yet they have become a simple technology to use. Although they had advantages for a particular time period, they are becoming outdated technologies nowadays.

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In early 1960s, motion video and TV were also widely used. Teachers still use them when necessary in classrooms. However, with the advent of computers, TVs lost their importance since the computers include all the technology and more compared to TVs. Especially after the internet use in educational contexts had become so common together with computers, the combined versions of technology became available thanks to internet and computers.

The term Behaviorist CALL was used for instructional purposes in the 1960s and 1970s. Parallel with the behaviorist learning model, this mode of CALL made use of drills. It was especially popular in the United States, because the computer was regarded as a mechanical tutor which never got tired or judgmental and allowed students to work at an individual pace. PLATO, one of the earliest tutorial systems, ran on its own hardware consisting of a central computer and terminals and featured extensive drills, grammatical explanations, and translation tests at various intervals (Warschauer, 2004). What made the wide spread use of visual materials is computers. They have been used for language teaching since the 1960s. The integration of computers into language teaching created a new term called ‘Computer Assisted Language Learning’ (CALL). This 50-year-history can be divided into three main stages: behaviorist CALL, communicative CALL, and integrative CALL. Each stage matches up with a certain level of technology and a certain pedagogical approach (Warschauer, 2004).

The following stage, communicative CALL, appeared in the early 1980s, after the behaviorist approaches to language teaching were about to be refused and when new personal computers started to generate greater opportunities for individual work (Warschauer, 2004). Supporters of communicative CALL that laid emphasis on computer-based activities should focus more on using forms than on the forms themselves, allow and encourage students to produce original responses rather than just manipulate prefabricated structures, and help the students use the target language effectively for communicative purposes like speaking and writing (Jones & Fortescue, 1987). Communicative CALL has always promoted cognitive theories which stressed that learning is a process of discovery through communication. Therefore, the CALL software included text reconstruction programs (rearranging words and texts to discover patterns of language and meaning) and simulations (simulating discussion and discovery in pairs or groups). The focus of Communicative CALL was both on what

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students do by means of technological devices and also on how students interact with each other or computers.

Communicative CALL was regarded as an evolved form of behavioristic CALL; however, it started to receive some criticisms with regard to satisfying the changing needs in language learning. Communicative language teaching (CLT) theory, generated by Council of Europe as a reaction to the changing needs of language teaching after the removal of the boundaries in Europe in 1960s, was so bound to the computer use in language teaching that according to Warschauer and Healey (1998) this required a greater focus on communicative language teaching theory and practice. Many teachers were turning from a cognitive view of communicative teaching to a more social or socio-cognitive view. This put great emphasis on language use in authentic social situations and the integration of the various skills of language learning and use. This resulted in a new perspective on technology and language learning, which has been called integrative CALL (Warschauer, 1996), a perspective which seeks for both integrating various skills and technology better into the language learning process. In integrative approaches, students learn to use a variety of technological tools as a continuous process of language learning and use, rather than visiting the computer lab on once a week and doing isolated exercises.

Nowadays, Information and Communications Technology (ICT) is used instead of CALL. The term includes technologies in which the computer plays a central role. Furthermore, Cloud, Twitter, Facebook, webquests, Youtube, games, mobile devices (tablets and smart phones) stand out as the most recent ICTs that are used for learning/teaching a foreign language.

2.4. Language Laboratories in Language Teaching

Language laboratories have been used to teach languages since 1950. Edison's tin foil phonograph, invented in 1877, is the first and primitive device used in language laboratories. In 1884, Drs. Zintgraff and Chavanne of Germany recorded a language of an unknown tribe in Congo with this device. It was used to record languages, songs, and folklores of Native Indians in America and Hawaii (Peterson, 1974).

Rafael Diez de la Cortina was the first language teacher who decided to use a phonograph to teach language and he founded a language school in New York in 1882. He experimented recording sounds a great deal in the middle and end of the 1880s. The

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National Phonographic Company was established in 1900, and its guide wrote that the first person using a phonograph to teach a foreign language was Cortina. Cortina gave correspondence courses. He sent materials and cylinders (records) to South America , and students made recordings and sent them back to New York. The recordings were evaluated by Cortina. This included some teachers' instruction, too. It was considered to be the first established language laboratories (Kitao, 1984).

Thanks to the rapid developments in electronics, the instructional equipments were greatly developed. Movies were invented in 1894. Radio was invented in 1895.Eugene Lauste, a French man, invented talkie in 1910. Recording industry became very popular in the 1920s. Radios were widely used in foreign language instruction in the 1920s. Television developed very fast after 1920. (Freudenstein, 1972).

In 1946, some state colleges employed language laboratories for language teaching in Texas, Northwestern, Cornel, Yale, Georgetown, and Florida. High schools also had interests in language labaratories; therefore, some cities suggested to city schools to have them in the same year. Louisiana University started language laboratory class in 1946, and Wayne University started its own laboratory in 1948 (Kitao, 1984).

The end of the traditional language laboratory came in the 1980s, with the decreasing popularity of audio-lingual method and the expensive maintenance due to students’ misuse and wearing off the materials in time. Many schools adopted computer suits instead of their old language laboratories. However, the advent of affordable multimedia capable PCs in the late 1990s led to the transformation of the language laboratory. In the 1990s, new digital systems provided laboratories with extended functionality because it employed better "management' of student/teacher audio. The laboratories also included internet. The content being used in the new language laboratories is much richer. Laboratories employing audio, video, flash based games, internet etc. and the delivery speed of media from teacher to student, student to teacher, became much quicker. Therefore laboratories are much more engaging for both teachers and students (Roby, 2004).

2.5. CALL in Language Teaching

According to Warschauer and Healey (1998) the development of CALL can be divided into three phases: behaviouristic CALL, communicative CALL and integrative CALL.

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2.5.1. Behaviouristic CALL

The most popular theory in educational practice was behaviorism in the 50s and 60s. B.F. Skinner outlined the central elements of behaviorism in his book Verbal Behavior as stimulus, response and reinforcement (Levy, 1997). The audiolingual approach, which brought the development and extensive use of the language lab in the 1960s, was the result of the behavioristic approach to language teaching and learning.

2.5.2. Communicative CALL

Behavioristic approaches to CALL were being criticized by the late 1970s for two reasons. First, behavioristic approaches had been criticized at theoretical and the pedagogical levels. Second, cheap and capable personal computers (PCs) were making the educational opportunities possible with technology. As a reaction to the behaviorist approach which could not provide enough authentic communication, communicative language teaching (CLT), and subsequently communicative CALL, began to become popular in language learning and teaching. Richards and Rogers (2001) define CLT as a language teaching method that makes communicative competence the goal of language teaching, developes procedures for teaching of language skills that acknowledges the interdependence of language and communication. In accordance with the CLT principles and in recognition of the limitations of behavioristic CALL, Underwood (1993) proposed a series of communicative CALL premises. Communicative CALL: • focuses use than usage;

• teaches grammar implicitly;

• motivates the learners to produce original than manipulating prefabricated language;

• does not find it right to reward or judge everything the students do ; • accepts a variety of different answers rather than a fixed, certain answer;

• creates an environment in which learners feel natural to talk in the target language.

2.5.3. Integrative CALL

Educators were searching for methods to teach in a more integrative way using CALL, such as task-based, project-based and content-based approaches in authentic

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environments (Warschauer & Healey, 1998). Thus integrative CALL emerged as a way to integrate various skills and also integrate technology more fully into the language learning process (Warschauer & Healey, 1998). Warschauer and Healey (1998) point out that students will learn to use many kinds of technological tools as a continuous process of language learning, rather than going to the computer lab once a week for isolated behavioristic or communicative exercises.

CALL includes activities such as technology enhanced language learning, network-based language learning, Web-enhanced language learning, and information and communication technology for language learning according to Levy and Hubbard (2005).

Nowadays, there are also laboratories with computers with a connection to the Internet. These are called Web Assisted Language Laboratories (WALL). Research has shown that CALL programs can have positive effects on the affective variables students experience when learning another language. A number of studies have shown that CALL can reduce language-learning anxiety (Levy, 1997, Siskin, 1999). Computers have the capacity to replay parts as many times as necessary. This allows students to review material as often as they wish; therefore, it has an anxiety-reducing effect. According to the study carried out by Dunkel (2001), there is a strong evidence that CALL creates positive student attitudes and motivation in writing. Thanks to the word processing on the computer, students are better in writing, which leads to better writing and satisfaction on behalf of the students. This motivates the students in writing and they continue further writing practices.

Thanks to the computers, adding variety to the activities is possible, which increase learner motivation (Lee, 2000). Lee thinks that students who do not like to study in class may have fun by the variety of learning activities the computers offer: In this case, activities might be considered effective if they encourage students to practice the target language when otherwise they would not study.

Especially for young learners who are good at adopting to the new technology is a positive element in learning a foreign language effectively. According to the study conducted by Yang (2001), students’ attitudes and perceptions toward computer-mediated language learning tools are positive for most of the students. According to the learners, the materials and interactive learning experiences are intrinsically motivating,

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more worthwhile and meaningful than traditional language teaching, such as the use of textbooks only (Yang, 2001).

The support that CALL maintains to the teaching of language is immense and undisputed, however there are some economic, educational and technical problems to overcome to achieve the goal of effective teaching. Lee (2000) states that one of the most significant barriers in integrating computers into language teaching is the lack of high quality software. This is supported by Dunkel (2001) who claims that much of the CALL software available is not produced in a professional manner. Schwartz's (1995) review of CALL software reaches to the conclusion that most CALL programs are unsophisticated and lack sound pedagogical foundations.

Some learners, however, might find the use of technology not so attractive. According to the study investigating student attitudes of a CALL program by Robinson (1991) even the most enthusiastic students to the use of computers for learning language at the beginning of the study wanted to go back to the classroom and study in the class by the end of the research. This was triggered because the students regarded the computers as inflexible and mechanical tools.

Din and Josephine conducted a study (2000) evaluating the effects of a CAI game called Lightspan on Kindergarten students. The software consists of various reading-related activities focusing on letter recognition, spelling, and word identification. For the study, a kindergarten class was selected and half of the students used the software. The results showed that the Kindergarten children playing the Lightspan game made significantly higher gains in reading and spelling than the control group which had no interaction with the game.

In the study conducted by Tozcu (1998), he used Computer Assisted Instruction. He utilized the New Lexis program, a vocabulary software prepared by McVicker, to teach the high frequency vocabulary to the 56 intermediate level students who came from different language backgrounds. The data obtained from treatment and control groups were analyzed using ANOVAs. Both groups increased in vocabulary knowledge, but the treatment group made a significantly greater development than the control group. In another study conducted by Yarar (2005), he searched the effects of CALL on the achievement levels of the students. The students took part in this study were 58 primary

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school students. He used English Plus course software. The results proved that CALL is effective in teaching English grammar.

Similarly, Yılmaz (2004) carried out a study on the assessment of students’ success via the use of CALL. He applied a pre-test and post-test to the groups. The research was conducted in the classroom and in the language laboratory. The students in this study were 7th graders in public schools in Turkey. There were 13 students in control and experimental groups. The results of the study showed that the experiment group, equipped with computer assisted language learning was significantly more successful than the control group taught using the traditional methods in terms of academic success.

A similar study conducted by Kılıçkaya (2005) obtained results that match the findings of Durak. Kılıçkaya aimed to test the effect of the use of computers in language learning on the students’ TOEFL exam results. The results indicated no difference in the students’ achievements. His study showed that the use of the traditional methods is not different from the use of technology to teach language.

Unlike Yılmaz and Yarar, the findings Durak (2006) obtained showed that there is no significant difference between the groups using the CALL and traditional methods to learn language. According to the findings he obtained computer assisted literature teaching and the traditional methods resulted in similar results in the teaching of short story. This shows that the technology use does not guarantee a higher success on behalf of the learners.

Another study that claims no difference between the use of traditional methods and technology in teaching language was conducted by Tokaç (2005). He compared the effectiveness of vocabulary teaching strategies of English teachers either by the use of CALL or traditional methods such as teacher-led vocabulary instruction. The result of his study showed no difference in learning new vocabulary.

According to Salaberry (2001) there was a major paradigm shift in language education in recent times with regard to the pedagogical and research focus of technology. This shift was a passage away from traditional drill-and-skill computer-aided instruction (CAI) models toward integrative models through multimedia devices stated in the previous part. Studies about applications of the more update models in classroom settings have recently started to appear more frequently.

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In accordance with this proliferation in the applications about the effectiveness of information and communication technologies on language instruction, a number of important research studies were compiled up. To achieve this, citation analysis was used to investigate the studies related to CALL that are indexed by databases such as EBSCOhost, ScienceDirect, and Google Scholar. “Computer-assisted language learning,” “technology assisted language learning,” “computer assisted language instruction,” “computer-aided language learning,” “CALL,” etc. were the keywords in searching for documents. A total number of 29 research studies analyzed were found to be related to the field of computer-assisted language learning between the years 1996-2014. The studies were mostly in experimental design, but there were also a few survey design studies. 10 of the studies were about the use of technology in providing access to language learning materials, 13 of them were related to the creation of environment for interaction, and 6 of them were related to enhancing motivation through instructional technologies. All of these studies were research articles published in international journals.

2.6. The Research Conducted in Turkey on the Use of Technology in Language Teaching

There is a growing interest and huge investment in educational technology in Turkey. A number of studies were conducted in order to study the integration of technology in Turkish educational system. Citation analysis was used to see documents related to CALL in Turkey which are indexed by the EBSCO Host, ScienceDirect, YOK Thesis Database, ULAKBIM (Turkish Academic Network and Information Center) and Google Scholar. “Computer-assisted language learning in Turkey,” “computer-assisted language instruction in Turkey,” “computer-aided language learning in Turkey,” “CALL in Turkey,” “technology-enhanced language learning in Turkey,” were the keywords in order to search for the related documents.

There were 21 documents in sum. They analyzed the field of computer-assisted language learning between 2005-2013. Most of the studies were carried out as experimental studies. Among these 21 studies, 12 of them were about the use of technology to provide access to the language learning materials, 5 of them were related to the use of technology for interaction, and finally 4 of them were related with the use of technology in order to foster learner autonomy in language learning.

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Among the 21 studies mentioned above, 4 of them were master's thesis and 1 of them was a doctoral thesis dissertation. On the other hand, 14 of them were articles published in national and international journals. The last 2 of them were articles presented at international conferences.

In the following chapter, an analysis of the studies conducted about the effect of technology use in language instruction will be stated within thematic subheadings divided according to the frequencies mentioned above.

2.7. Boosting Learning Through Easy Access to Materials

Agca (2012) carried out an experimental study to search language teaching and learning processes with using mobile phone technology. The participants were pre-service students from Gazi University, FLE department. Qualitative and quantitative data were used and analyzed with hybrid methods. Mobile supported printed material and printed-only materials were compared in order to find more effective one to learn the same vocabulary content. The quantitative data findings revealed that mobile phone usage has a positive effect on vocabulary learning. Findings from interviews and surveys also verified this result.

Hismanoglu and Hismanoglu (2011) conducted a research to see whether or not students taught through internet-based pronunciation materials by their teacher were better at articulating problematic English vowels than those taught through printed pronunciation materials. Three problematic English vowels were taught to the students in the experimental group via internet-based pronunciation classes. However, the control group were not exposed to internet-based pronunciation lessons but a traditional pronunciation instruction. In the end, it was found that language learners can solve their articulation problems with three problematic English vowels and improve their second language pronunciation by being exposed to internet-based pronunciation lessons better when compared to the poor results of the control group.

In another experimental study carried out by Disli (2012) exploring the effectiveness of computer-assisted language activities on students’ second language (English) writing skills was investigated. The data were collected both quantitatively and qualitatively at the department of ELT, Gazi University for a term. An online program to improve students' writing skills was designed. Throughout the term, the participants used the online program and carried out the requirements of the online course not only at school

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and but also outside class. The findings showed that the online writing program proved to be effective in improving the students’ writing skills.

Saran and Seferoglu conducted an experimental study (2010) and they explored the effectiveness of mobile learning in foreign language learning. The researchers developed instructional materials to be delivered through mobile phones to improve English language learners' vocabulary acquisition during this study. In this study, the multimedia messages allowed students to see the definitions of words, example sentences, related visual representations and their pronunciations. After students finished reading multimedia messages, they received interactive short message service (SMS) quizzes to test their learning. The pretest results were similar for experimental and control groups. After the pre-test, experimental group students outperformed the control group.

Basoglu and Akdemir (2010) studied the effectiveness of vocabulary learning programs in mobile phones to boost English vocabulary learning. They conducted a mixed-method research design with sixty students in a public university in the Black Sea region of Turkey. The results of this study indicated that using mobile phones as a vocabulary learning tool is more effective than the traditional vocabulary learning tools. Cavus and Dogan (2009) performed an experimental study to investigate the effect of using SMS in learning new English language words. In the study, each SMS aimed to teach a certain vocabulary item and its definition. SMS messages were sent to the students at different times of the day via a messaging software. After the pre-test and post-test about vocabulary learning, it was concluded that mobile learning technologies have great positive effect on students learning new vocabulary items and on retention in the long term.

Saran, Seferoğlu and Cagıltay (2009) designed an experimental study that investigated the effectiveness of mobile phones in language teaching particularly on the enhancement of correct pronunciation. The subjects were preparatory class students at a university in Ankara. The target vocabulary items were sent to the students via web links through mobile phones and the control group students received the same vocabulary items as paper-based material. The results of pre- and post tests showed that the experimental group students performed much better than the students in the control group in terms of acquiring correct pronunciation.

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Cavus (2009) investigated the use of wireless technologies in language learning with particular reference to the potential of learning new technical English language words via Short Message Service (SMS) text messaging at the Near East University, Department of Computer Information Systems. The system used in this study was developed by the author called mobile learning tool (MOLT). The students received 16 SMS messages each day and they were expected to read and learn the new words wherever they are. The knowledge of students before and after the experiment was tested. The results indicated that students enjoyed and learnt new words with the help of their mobile phones. The great difference between the average scores before and after the experiment were the clear indication of the success of the experiment.

Özdener and Satar (2008) carried out a study investigating the effects of different combinations of verbal oral feedback in CALL vocabulary materials. They used an experimental design in order to analyze the effects of different types of oral feedback techniques on the number of words recalled. The subjects in the study group consisted of sixth and seventh grade students from different schools in Istanbul, Turkey. One of the findings showed that a flashing animation technique was more effective than written feedback in fostering skills like attention, perception, and word association.

In their experimental study supported with a survey and interview, Saran, Seferoglu and Cagiltay (2008) developed educational materials to be delivered through mobile phones operated in second generation GSM technology for improving English language learners' vocabulary acquisition. The subjects were 32 students attending the English Preparatory School of a university. The multimedia messages sent by the researchers allowed students to see the definitions of words, example sentences, related visual representations, and also pronunciations. After finishing the reading multimedia messages, interactive short message service (SMS) quizzes for testing their learning were sent to the students. All of the students responded positively to the mobile learning application used in this study. The findings also indicated that the treatment was beneficial for long term retention especially for further reading and for giving them a better understanding about the target English words.

Seferoğlu (2005) carried out an experimental study to investigate the effect of integrating a commercial accent reduction software in classes of advanced EFL learners at a university on students' pronunciation. The participants were two senior year

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classes in the Department of Foreign Language Education at Middle East Technical University in Turkey. One class was the experimental and the other one was the control group. There were a total of 40 students; each group having the equal number of participants. A 5-point Likert-type scale was used to test students on each aspect of their pronunciation. The results of the study showed no significant differences between the two groups for the pre-test; however, the post test scores found out significant differences between the control and experimental group. The students in the experimental group achieved higher scores than the control group in the post-test; therefore, accent reduction software was found to be useful in improving students pronunciation according to the study.

Kılıçkaya (2005) studied the university students’ success levels on TOEFL exam through an experimental study. The study aimed to compare computer assisted language learning and traditional language instruction to prepare the students to the exam. Students in experimental group prepared for the exam using Powerprep: Preparation for the TOEFL Test software while the students in control groups studied the same program on paper. Pre-test and post-test scores and interviews were analyzed. The results showed that there was no statistically significant difference between the control and experiment groups in overall scores but there were significant differences in the scores on the reading and listening parts on behalf of the experimental group. Considering the interviews, it was seen that students are aware of the importance of computer assisted language instruction.

2.8. Providing Learners with the Opportunities to Communicate

A significant study was conducted on the use of technology in teaching Turkish as a foreign language. Tum (2012) aimed to find out how ACMC helps learners use linguistic form and content in writing. The participants were two of 24 foreign students learning Turkish for one academic year. The students participated in Turkish lessons for 3 hours a week and they had access to internet in their hostels at Çukurova University, Adana, Turkey. The communication took place in a one-to-one asynchronous exchange of e-mails between their Turkish language instructor. The instructor gave homework requirements in the form of e-mails. The students received feedback from the instructor about the weekly assignments. As the study continued, it was seen that the mistakes of

Şekil

Table 1. Comparison of pre-test scores of control and experimental groups
Table 3. Comparison of experimental and control groups’ test of normality  Kolmogorov-Smirnov a Shapiro-Wilk  Statistic   df            Sig
Table 4. Comparison of experimental and control groups’ test of normality  Kolmogorov-Smirnov a Shapiro-Wilk  Statistic  df            Sig
Table 7. Comparison of experimental and control groups’ test of normality
+7

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