Technology-Enhanced Self-Directed Language Learning Behaviors of EFL Student Teachers

Autor/inn/en	Haidari, Sayed Masood; Yanpar Yelken, Tugba; Akay, Cenk
Titel	Technology-Enhanced Self-Directed Language Learning Behaviors of EFL Student Teachers
Quelle	In: Contemporary Educational Technology, 10 (2019) 3, S.229-245 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Haidari, Sayed Masood) ORCID (Yanpar Yelken, Tugba) ORCID (Akay, Cenk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-517X
Schlagwörter	Technology Uses in Education; English (Second Language); Second Language Learning; Independent Study; Language Teachers; Student Teachers; Student Teacher Attitudes; Foreign Countries; Teacher Role; Preservice Teacher Education; English Teachers; Learner Engagement; Turkey + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Selbststudium; Language teacher; Sprachunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; Lehrerrolle; Lehramtsstudiengang; Lehrerausbildung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Türkei
Abstract	English as a Foreign Language (EFL) education not only requires students to receive in-class instruction but also necessitates them to engage in extra practices outside the classroom by using technological or non-technological resources. Hence, this study aimed to investigate the self-directed language learning behaviors of the EFL student teachers and their use of technology in the process by employing a mixed-methods study within an explanatory sequential research design. The quantitative data were collected from 110 EFL student teachers by using two distinct research instruments, whereas the qualitative data were collected through an open-ended questionnaire form, responded by 47 of these students. The results of the study indicated that technology utilization is a significant predictor of self-directed language learning. However, the findings show that the off-campus self-directed language learning abilities of the students, with or without the use of technology, do not significantly differ according to gender, age, and grade levels. The differences were only found in terms of unaided off-campus learning abilities of the students and their technology utilization frequency in language learning. The qualitative findings also show that students engage in a variety of self-directed language learning activities outside the classroom mostly by using technology. (As Provided).
Anmerkungen	Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01