Are Students Already Connective? Insights on Teaching English through a Connective Approach

Autor/inn/en	Boyraz, Serkan; Ocak, Gürbüz
Titel	Are Students Already Connective? Insights on Teaching English through a Connective Approach
Quelle	In: International Journal of Technology in Teaching and Learning, 18 (2022) 1, S.24-44 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Boyraz, Serkan) ORCID (Ocak, Gürbüz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Error Correction; English (Second Language); Second Language Learning; Second Language Instruction; Academic Achievement; Information Technology; Listening Skills; Grade 5; Action Research; Elementary School Students; Achievement Tests; Diaries; Synchronous Communication; Web Sites; Teaching Methods; Achievement Gains; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Korrektur; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schulleistung; Informationstechnologie; School year 05; 5. Schuljahr; Schuljahr 05; Projektforschung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Diary; Tagebuch; Web-Design; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; Ausland; Türkei
Abstract	This research aims to investigate if information and communication technologies (ICT) supported activities prepared by the researchers can contribute to academic success in developing listening skills in EFL when they are presented in a connective approach and what the participants think about the content and approach used. The sample includes fifth-grade students (aged 11-12) in different numbers in five applications carried out in seven weeks in spring term of 2020-2021 academic year. The research employed mixed method integrated action research in which quantitative data were collected through achievement tests developed by the researchers and qualitative data through participants' and researcher's diaries and semi-structured interview form, all collected online. A website was developed, and the ICT-supported content was presented through it to participants while all applications were carried out in online synchronous classroom sessions. The results show that in all applications there is a statistically significant difference between pre- and post-tests, indicating a moderate to high level effect on academic success in EFL listening skills. The researcher's and participants' diaries include mostly positive attitudes towards ICT-supported activities presented in a connective approach. Besides, data from diaries and the semi-structured interview form signals various student behaviors such as retrieving information, establishing connections with peers and online sources, and discovering individually that are triggered by connective approach. [Note: The page range (24-45) shown on the PDF is incorrect. The correct page range is 24-44.] (As Provided).
Anmerkungen	International Journal of Technology in Teaching and Learning. Web site: https://sicet.org/journals/ijttl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01