Are Digital Technologies Effective for the Improvement of L2 Vocabulary at Tertiary Level?

Autor/inn/en	Merzifonluoglu, Ayse; Tulgar, Aysegül Takkac
Titel	Are Digital Technologies Effective for the Improvement of L2 Vocabulary at Tertiary Level?
Quelle	In: Reading Matrix: An International Online Journal, 22 (2022) 1, S.56-72 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Vocabulary Development; Achievement Tests; Creative Writing; Writing Assignments; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Technology Uses in Education; Instructional Effectiveness; Comparative Analysis; College Preparation; Intervention; Language Tests; Handheld Devices; State Universities; Undergraduate Students; Telecommunications; Units of Study; Definitions; Computer Assisted Testing; Computer Assisted Instruction; Writing Evaluation; Scores + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kreatives Schreiben; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtserfolg; Language test; Sprachtest; Staatliche Universität; Telekommunikationstechnik; Lerneinheit; Begriffsbestimmung; Computer based training; Computerunterstützter Unterricht
Abstract	The popularity of technology use in various aspects of individuals' lives has necessitated integrating some form of technologies into language education to have a more effective teaching and learning process. Considering basic and sub-skills in English, vocabulary is probably the most preferred skill to learn by using different technological tools and applications. The present study, therefore, sought to investigate whether technology had an impact on L2 vocabulary development in a positive way by raising the awareness of learners in terms of using technology for educational purposes. A quasi-experimental research design was preferred. The data was obtained through creative writing assignments and an achievement test. 48 prep-class students took part in this study. The results revealed that although learners in the experimental group outperformed, the scores of creative writing assignments and achievement tests belonging to two groups were statistically non-significant. Setting out from these findings, some practical and pedagogical suggestions were provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01