The Effects of Pre-Service English Language Teachers' Making Vocabulary Learning Materials in Web-Supported Situated Learning Environment on Their Vocabulary Learning

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Autor/inn/en	Ünal, Kerim; Yelken, Tugba Yanpar
Titel	The Effects of Pre-Service English Language Teachers' Making Vocabulary Learning Materials in Web-Supported Situated Learning Environment on Their Vocabulary Learning
Quelle	In: English Language Teaching, 13 (2020) 4, S.52-75 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Situated Learning; Content Analysis; Self Esteem; Vocabulary Development; Preservice Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Web Based Instruction; Academic Achievement; Self Efficacy; Pedagogical Content Knowledge; Technological Literacy; Diaries; Student Attitudes; Achievement Tests; Language Tests; Computer Mediated Communication; Pretests Posttests; Retention (Psychology); Scores; Comparative Analysis; Material Development; Critical Thinking; Problem Solving; Research Skills; Teacher Education Programs; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Inhaltsanalyse; Self-esteem; Selbstaufmerksamkeit; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Web Based Training; Schulleistung; Self-efficacy; Selbstwirksamkeit; Pädagogische Kompetenz; Technisches Wissen; Diary; Tagebuch; Schülerverhalten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Language test; Sprachtest; Computerkonferenz; Merkfähigkeit; Lehrmaterialentwicklung; Kritisches Denken; Problemlösen; Forschungsleistung; Ausland; Türkei
Abstract	The aim of this study was not only to help pre-service English language teachers (PS-ELTs) to design vocabulary learning materials for a web-supported situated learning (SL) environment but also to have them learn the vocabulary they used to prepare those materials in the web-supported SL environment. Also, the effects of this process on the PS-ELTs' academic achievement, self-efficacy beliefs in designing situated learning environments (SEB-SLE), and technological pedagogical content knowledge self-confidence (TPACK-SC) were revealed. One of the advanced mixed-method designs, intervention design, was employed, and 56 PS-ELTs participated in the study. The data were collected via quantitative measurements (two scales, a vocabulary achievement test) and qualitative measurements (student diary, online messaging logs, open-ended interview form, and focus group interview records). For the quantitative data, independent samples t-test, related-samples t-test, and 2X3 repeated measures ANOVA test were used; for the qualitative data, content analysis. The results showed that there was a significant difference between the within-group gain scores and retention test scores in terms of the vocabulary achievement test and the SEB-SLE scale. However, despite a significant difference in the within-group gain scores in terms of the TPACK-SC scale, no significant difference was found between the post-test and retention test scores. Moreover, although both groups revealed no significant differences in the scores of the vocabulary achievement test and the TPACK-SC scale, the scores of the SEB-SLE scale showed a significant difference in favor of the treatment group. Related to the procedure, PS-ELTs highlighted that preparing vocabulary learning materials according to the web-supported SL model had a considerable effect on their vocabulary learning. Besides, the application process supported permanent learning and vocabulary knowledge development. What is more, the procedure helped them gain critical thinking, problem-solving, synthesis, and research skills as well as improving their TPACK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01