Guiding Curriculum Development: Student Perceptions for the Second Language Learning in Technology-Enhanced Learning Environments

Autor/inn/en	Gürleyik, Sinan; Akdemir, Elif
Titel	Guiding Curriculum Development: Student Perceptions for the Second Language Learning in Technology-Enhanced Learning Environments
Quelle	In: Journal of Education and Training Studies, 6 (2018) 4, S.131-138 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Curriculum Development; Student Attitudes; Second Language Learning; Technology Uses in Education; Undergraduate Students; Student Surveys; Data Collection; Qualitative Research; Computer Assisted Instruction; Second Language Instruction; Case Studies; Foreign Countries; Language Teachers; Questionnaires; Preservice Teachers; Teacher Education Programs; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schülerverhalten; Zweitsprachenerwerb; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerbefragung; Data capture; Datensammlung; Qualitative Forschung; Computer based training; Computerunterstützter Unterricht; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Ausland; Language teacher; Sprachunterricht; Fragebogen; Statistische Analyse; Türkei
Abstract	Developing curriculum to enhance student learning is the primer purpose of all curricular activities. Availability of recent tools supporting to teach various skills including reading, listening, speaking and writing has opened a new avenue for curricular activities in technology-enhanced learning environments. Understanding the perceptions of students utilizing technology-enhanced learning environments to learn second language skills is important to develop the curriculum. This study is organized to investigate the perceptions of students towards second language learning in technology-enhanced learning environments in which students can develop reading, listening, speaking and writing skills for the second language learning. The survey was used to collect data from 875 undergraduate students involved in technology-enhanced second language learning environments in a university. Contrary to general expectations, results of the study indicated that technology-enhanced learning environments do not positively influence the perceptions of undergraduate students for the second language learning. Further research should concentrate on investigating the reasons behind these findings using qualitative studies. (As Provided).
Anmerkungen	Redfame Publishing Inc. 9450 SW Gemini Drive #99416, Beaverton, OR 97008. Tel: 503-828-0536 ext. 503; Fax: 503-828-0537; e-mail: jets@redfame.com; Web site: http://jets.redfame.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01