Nuray Gedik

Research Trends in Mobile Assisted Language Learning from 2000 to 2012.

In order to trace how mobile assisted language learning (MALL) has evolved in recent years, we analysed studies published from 2000 to 2012 to examine their characteristics and research trends. These studies were published in international journals listed in the Social Sciences Citation Index (SSCI). Sixty-nine studies that fit the time frame and study parameters were examined using a classification form. The results indicate that research in the field increased at a fast pace from 2008 and reached a peak in 2012. Teaching vocabulary with the use of cell phones and PDAs has remained popular over this period. A significant number of studies did not base their research on any theoretical framework. Applied and design-based research dominated the field, and these studies generally adopted quantitative research methods. Reflecting on these results, we suggest directions for future research and practices in the field.

Mistakes encountered in manuscripts on education and their effects on journal rejections

The goal of this study was to identify common mistakes made in research study manuscripts submitted to journals of Education and the effects of these mistakes on rejection by the journal editors and referees. An online questionnaire was developed for this purpose with 43 items and five open-ended questions. Common mistakes were identified by administering the 43 questions, which were to be answered in two stages: first by using 5-point Likert scale responses, and then by responses arranged according to semantic differential scale (for the effects of the mistakes on rejections). The online questionnaire was sent to the editors and referees of Turkish journals of Education indexed in SSCI and ULAKBIM. Data were then collected from 232 participants and examined. The quantitative data obtained from the questionnaire items were analyzed, and the mean and standard deviation scores were presented in tables. The qualitative data gathered from the open-ended questions were analyzed descriptively. The results show that researchers mostly make mistakes in the discussion, conclusion, and suggestions part of the manuscripts. However, mistakes made in the methods part are the most significant causes of manuscript rejection.

Impact of repetitive listening, listening-aid and podcast length on EFL podcast listening

Abstract Repeated listening to English as a Foreign Language (EFL)/second language (L2) podcast has been recognized as cognitively beneficial, while it is usually perceived as boring by learners. As part of a two-year project funded by the Scientific and Technological Research Council of Turkey (TUBITAK, Grant No:113K727), the present study examined the effects of EFL-podcast length, repetitive listening and a listening aid on the listening comprehension of Turkish pre-service EFL teachers. The study was conducted using a repeated measure experimental design with 29 pre-service EFL teachers and 24 different “listening treatments”. The listening activities were delivered via Tablet PCs in Lab conditions. Qualitative data was compiled at the end of the experiment as a complement to quantitative data in order to better understand the perceived attentional and motivational factors identified during the study. Data showed that podcast length, repetitive listening and use of a listening aid had a significant impact on listening comprehension. Although repetitive listening was perceived as boring, it helped to improve comprehension and attention, and podcast topics and the use of Tablet PCs were perceived as motivating. These findings highlight the notion that using a listening aid can facilitate listening comprehension and help to reduce the number of repetitions required to achieve similar levels of comprehension.

MOBİL-YOĞUN-PODCAST DİNLEMENİN İNGİLİZCE ÖĞRETMEN ADAYLARİNİN DİNLEME, KONUŞMA VE ELEŞTİREL DÜŞÜNME BECERİLERİNE ETKİSİ

Yabanci dil egitiminin nispeten goz ardi edilen beceri alani olarak degerlendirilen dinlemenin, genel olarak dil becerilerinin gelistirilmesinde kritik bir rolu bulunmaktadir. Bu calismada, dinleme becerilerinin gelistirilmesinde mobil teknolojilerin kullanimini iceren ve tablet bilgisayarlarda podcastler araciligiyla yurutulen iki yillik bir projenin bir parcasi olan mobil-yogun dinleme sureclerinin etkilerine odaklanilmaktadir. Bu amacla ontest-sontest kontrol gruplu deneysel desenin kullanildigi ve yansiz olarak atanan 58 (deney=29; kontrol=29) katilimcinin yer aldigi yaklasik 10 hafta suren deneysel islem (mobil-yogun-podcast-dinleme sureci) gerceklestirilmistir. Bu surecte deney grubu katilimcilari sunus yoluyla verilen dinleme ve sesletim dersine ek olarak 26 saat suren bir yogun dinleme etkinligine katilirken kontrol grubu katilimcilari ders kapsaminin disinda herhangi bir dinleme etkinligine katilmamislardir. . Dikkat, tekrar ve dinleme yardimi saglamasi ve ogretici kontrollu olmasi ve mobil bir uygulama ile tablet bilgisayar ortaminda gerceklestirilmesi mobil-yogun-podcast-dinleme surecinin one cikan ozellikleridir. Bulgulara gore, surecte gerceklestirilen dinleme etkinlikleri kapsaminda deney grubunda bulunmanin dinleme-anlama, konusma ve elestirel dusunme becerileri ile elestirel dusunme egilimlerini artirmada anlamli bir fark meydana getirmedigi ortaya cikmaktadir. Nitel analiz sonuclari ise dikkat ve motivasyona yonelik faktorlerin mobil-yogun-dinleme etkinliklerindeki onemini on plana cikartmaktadir .