İngiliz Dili Eğitimi

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Browsing İngiliz Dili Eğitimi by Subject "Communication in foreign language education."

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    Effects of different types of tasks on junior ELT students’ use of communication strategies in computer-mediated communication
    (Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2006., 2006.) Altun, Nur Eser.; Yıldız, Senem.
    This thesis investigates the effects of different task types on the use of communication strategies (CSs) in computer-mediated communication (CMC) and the attitudes of students to using computers for communication and writing. The use of communication strategies in three different communicative tasktypes: (a) jigsaw (b) decision-making and (c) opinion-exchange were examined, based on and adapted from Dornyei and Scott̕s (1997) and Smith̕s (2003b)taxonomies. 36 junior ELT students participated in on-line chat sessions for six weeksusing Yahoo! Messenger. Before the chat sessions the participants were given Warschauer̕s (1996b) attitude questionnaire which also collected demographic information about participants and their computer familiarity. The participants were given the same questionnaire at the end of the last chat session. The data was analyzed using descriptive statistics, one-way repeated measures analysis of variance(ANOVA), one-sample and paired-sample t-tests procedures. Qualitative data about participants̕ experiences and feelings about the synchronous CMC to cross-validate the findings of the attitude questionnaire was collected through a post-session questionnaire which was adapted from Wang (1993). The results showed that students used a wide variety of communication strategies during synchronous CMC, and task type affected the frequency and type of communication strategy used. It was also found that participants had positive attitudes towards using computers for communication and writing. The study provided evidence that synchronous CMC medium gave learners the opportunity to interact and negotiate meaning in the target language by providing them with a textbasedcommunicative setting in which communication strategy use was promoted.
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    Enhanced collaboration in foreign language education: use of wikis in collaborative writing projects
    (Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2011., 2011.) Aydın, Zeliha.; Yıldız, Senem.
    This thesis investigates the use of wikis in foreign language education and students' attitudes toward the integration of wiki-based collaborative writing activities into their foreign language learning process. The effects of three different task types: (a) argumentative, (b) informative, (c) problem-solving on the number of peer/self corrections and meaning/form related changes were examined based on and adapted from Kessler's (2009) and Kessler and Bikowski's (2010) taxonomies. 34 upper-intermediate EFL students who studied at the preparatory school of a private university participated in collaborative writing tasks in groups of four for five weeks using Wikispaces. In the argumentative task, they were asked to write an argumentative essay. In the informative task, they were asked to choose a city from Turkey and prepare a visitor's guide for the city they had chosen. In the problem-solving task, they were asked to offer advice on problems taken from the Dear Abby website. Students formed new groups for each task. After they completed the tasks, a questionnaire adapted from Lee (2010) and Hazari, North, and Moreland (2009) was conducted with them to explore their overall experience with the integration of wiki-based collaborative writing tasks into their foreign language learning process. In addition, a focus-group interview with six randomly chosen students was carried out. After the completion of the tasks, all the wiki pages the students created, the results of the questionnaires and the focus-group interview were analyzed. Descriptive statistics and Chi-square tests were used to analyze the quantitative data. The results revealed that the argumentative task promoted more peer corrections than the informative and problem-solving tasks. In addition, the informative task yielded more self corrections than the argumentative and problem-solving tasks. Moreover, use of wiki-based collaborative writing tasks led to accurate use of the grammatical structures 94% of the time. The results of the study also suggested that the students paid more attention to meaning rather than form regardless of the task type. Finally, the students stated that they had positive experiences using wikis in foreign language writing and they believed that their writing performance had improved.