The Effects of an Online Course Designed on Mobile Technologies on the Use of Ict Skills, Attitudes and Self-Efficacy of Efl Instructors

THE EFFECTS OF AN ONLINE COURSE DESIGNED ON MOBILE TECHNOLOGIES ON THE USE OF ICT SKILLS, ATTITUDES AND SELF-EFFICACY OF EFL INSTRUCTORS

A THESIS SUBMITTED TO THE GRADUATE SCHOOL OF SOCIAL SCIENCES OF MIDDLE EAST TECHNICAL UNIVERSITY

ÖZLEM ZENGİN

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN THE DEPARTMENT OF CURRICULUM AND INSTRUCTION

DECEMBER 2018

Approval of the Graduate School of Social Sciences

Prof. Dr. Tülin Gençöz Director

I certify that this thesis satisfies all the requirements as a thesis for the degree of Doctor of Philosophy.

Prof. Dr. Cennet Engin Demir Head of Department

This is to certify that we have read this thesis and that in our opinion it is fully adequate, in scope and quality, as a thesis for the degree of Doctor of Philosophy.

Prof. Dr. Meral Aksu Supervisor

Examining Committee Members

Prof. Dr. Soner Yıldırım (METU, CEIT) Prof. Dr. Meral Aksu (METU, EDS) Assoc. Prof. Dr. Hanife Akar (METU, EDS) Assist. Prof. Dr. Gülçin Tan Şisman (Hacettepe Uni., EBB) Assist. Prof. Dr. Nida Temiz (Başkent Uni., TEB)

I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work.

Name, Last name : ÖZLEM ZENGİN

Signature :

iii

ABSTRACT

THE EFFECTS OF AN ONLINE COURSE DESIGNED ON MOBILE TECHNOLOGIES ON THE USE OF ICT SKILLS, ATTITUDES AND SELF-EFFICACY OF EFL INSTRUCTORS

Zengin, Özlem PhD, Department of Curriculum and Instruction Supervisor : Prof. Dr. Meral Aksu

December 2018, 185 pages

Regarding the profile of the students and their habits, learning can be shaped according to students’ life styles and thus the quality of learning and teaching can be increased by meeting students’ needs. The integration of technology affected the language learning positively by offering various activities which can be done inside or outside class in each skill. Thus, mobile learning has the potential to increase the opportunities to make teaching and learning available beyond the traditional classroom. The main aim of this study was to develop a mobile technologies course delivered online and explore the effects of this online course designed on Mobile Technologies on the use of ICT skills, attitudes and views of EFL Instructors. This study is designed according to Mixed method research. In this study, participants were selected through convenient sampling and the data were collated through a questionnaire used before and after the implementation of the online course, semi- structured interviews and class observations. The quantitative data were analyzed through means and percentages and the Wilcoxon Signed Rank Test. The

iv qualitative data were analyzed through content analysis. The results of this study indicated the online training course on mobile technologies had a positive impact on the use of ICT skills and views of EFL teachers in general. Besides, attending the Mobile Technologies Course delivered online was very beneficial and effective for the instructors in that it helped them to develop their skills on the use of mobile Technologies in English Language teaching.

Keywords: Teacher Training, Teacher Education, Mobile Learning, Mobile Applications

ÖZ

MOBİL TEKNOLOJİLER ÜZERİNE DİZAYN EDİLMİŞ ÇEVRİMİÇİ KURSUN İNGİLİZCE ÖĞRETMENLERİNİN TEKNOLOJİ KULLANIMLARINA VE ÖZ YETERLİLİKLERİNE ETKİLERİ

Zengin, Özlem Doktora, Eğitim Programları ve Öğretim Bölümü Tez Yöneticisi : Prof. Dr. Meral Aksu

Aralık 2018, 185 sayfa

Günümüz öğrencileri ve onların alışkanlıkları düşünüldüğünde, eğitime teknoloji entegrasyonu, öğretmenler tarafından daha sık yapılmalıdır. Günümüzdeki öğrenciler teknoloji ve internet bağımlılarıdır ve alışkanlıklarını detaylı bir şekilde düşündüğümüzde, eğitime teknoloji entegrasyonuyla daha kaliteli bir öğrenim süreci oluşturulabilir. Teknoloji entegrasyonu, sınıf dışı daha fazla aktivite yapma olanağı sunarak dil öğrenme sürecini olumlu bir şekilde etkilemiştir. Bu sebeple, mobil öğrenme, gelenekçi yüz yüze öğrenme yaklaşımına ek olarak, sınıf dışarısında daha fazla aktivite yapma olanağı sunmaktadır. Bu çalışmanın asıl amacı çevrimiçi olarak sunulan mobil teknolojiler üzerine bir kurs geliştirmek ve bu kursun, İngilizce öğretmenlerinin teknoloji kullanımı ve teknoloji kullanımıyla ilgili düşüncelerine etkilerini incelemektir. Bu çalışmada sıralı karma yöntem araştırma yaklaşımı kullanılmış olup 22 kişiden oluşan katılımcılar, araştırmacının ulaşabildiği ve gönüllü olan kişilerden seçilmiştir. Bu çalışmadaki veriler çevrimiçi kursun başında ve sonunda verilen anket, mülakat ve sınıf gözlemleriyle

vi toplanmıştır. Bunların sonuncunda elde edilen nicel veriler betimleyici istatistik yöntemle ve Wilcoxon İşaretli Sıralar Testiyle analiz edilmiş olup, nitel veriler de elde edilen verilerin yorumlanmasıyla analiz edilmiştir. Bu araştırmanın sonucuna göre çevrimiçi olarak sunulan Mobil teknolojiler kursu İngilizce öğretmenlerinin teknoloji kullanımlarını ve onların teknoloji kullanımı hakkındaki düşüncelerini olumlu bir şekilde etkilemiştir. Ayrıca, bu kursa katılan öğretmenler, bu kursu, İngiliz Dili eğitiminde teknoloji kullanarak öğretme tekniklerini geliştirmelerine yardımcı olduğu için, faydalı ve etkili bulduklarını dile getirmişlerdir.

Anahtar Kelimeler: Öğretmen Eğitimi, Öğretmen Gelişimi, Mobil Öğrenme, Mobil Uygulamalar.

vii

To my beloved parents,

Erol & Ayşe Zengin

And

To the beginning of my new life 

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ACKNOWLEDGMENTS

First, I would like to express my gratitude to my thesis advisor, Prof. Dr. Meral AKSU, for her invaluable guidance and patience throughout this study. I am grateful that she provided me with the precious support I needed in this process. I would like to thank to the examining committee members, Prof. Dr. Soner YILDIRIM who has always encouraged me with his invaluable assistance, enthusiasm for technology use and his valuable comments and feedback. I’d also like to extend my thanks to the other committee members, Assoc. Prof. Dr. Hanife AKAR, Assist. Prof. Dr. Gülçin TAN ŞİŞMAN and Assist. Prof. Dr. Nida TEMİZ for their invaluable suggestions, feedback and positive attitude.

I would also like to thank Assist. Prof. Dr. Tijen AKŞİT, the director of the Bilkent University School of English Language (BUSEL) for her invaluable support and help so that I could finish my PhD course as I had planned and she always inspired me by her hardwork. Furthermore, I would like to thank Hande MENGÜ, the associate director of the Bilkent University School of English Language (BUSEL) for her never-ending encouragement in my academic life.

Many thanks go to my dearest friend Meltem BİŞKİN, who always supported me emotionally thoughout my thesis writing process as she was always there for me to listen. She has been more than a friend throughout this process. Moreover, I want to express my deepest thanks to Sibel BOZKURT and MERVE BÜTÜNER who encouraged me whenever I felt down and were very generous to support me emotionally and psychologically.Finally I would like to thank my colleagues at Bilkent University, especially those in TU 7 for their encouragement and support in my thesis writing process.

I’d also like to thank my old students Merve EVLİ, Ecem BUDAK, Eda OKAY, Özgür HARAN, Atıl TANRIVERDI, Ilgın GENÇ and Fatih KUMSER, who have made my life smoother and full of hope with their never-ending encouragement and smiling faces  The colors they have added to my life will always be important.

My special and deepest thanks go to my mother Ayşe ZENGİN and my father Erol ZENGİN who have always provided me with their continuous love, encouragement and patience in my life. I have become the person I am now thanks to their never-ending love and support. They have always believed in me and thus I have become much stronger despite the obstacles I had during my PhD process. I am forever indebted to them for their emotional and psychological support. I am sincerely grateful for their unconditional love, psychological support, patience, tolerance and having them besides me throughout this proces. I know this is just one of the things we will have achieved in the future. I am so lucky to have you!

Last but not least, many thanks go to myself. I went through many obstacles during my PhD life. There were days when I was about to give up. However, thanks to my determination and patience, this thesis came true. The only thing I would tell myself is “ Never lose hope. Good things are yet to come. Make your dreams come true”.

TABLE OF CONTENTS

PLAGIARISM...... iii ABSTRACT ...... iv ÖZ ...... vi DEDICATION ...... viii ACKNOWLEDGMENTS ...... ix TABLE OF CONTENTS ...... x LIST OF TABLES ...... xii LIST OF FIGURES ...... xiii LIST OF ABBREVIATIONS ...... xiv CHAPTER 1. INTRODUCTION ...... 1 1.1 Background of the Study ...... 1 1.2 Purpose of the Study ...... 3 1.3 Research Questions ...... 4 1.4 Significance of the Study ...... 6 1.5 Definitions of Terms ...... 7 2. REVIEW OF THE LITERATURE ...... 7 2.1 Learning and Teaching in the 21st Century ...... 10 2.2 Mobile Devices and Mobile Learning...... 12 2.3 ICT in Foreing Language Education ...... 13 2.4 Benefits of M-Learning ...... 13 2.5 Professional Development Models ...... 15 2.6 Theoretical Framework ...... 17 2.7 M-Learning Models ...... 21 2.8 Studies on TAM and UTAUT ...... 28

xi 2.9 Studies on ICT into Teacher Education...... 30 2.10 Summary ...... 33 3. METHOD ...... 35 3.1 Design of the Study ...... 35 3.2 Research Questions ...... 36 3.3 Context ...... 37 3.4 Participants of the Study ...... 37 3.5 Instruments ...... 38 3.6 Online Course ...... 46 3.7 Data Collection Procedure ...... 58 3.8 Data Analysis ...... 60 3.9 Limitations of the Study ...... 61 4. RESULTS ...... 63 4.1 Research Question 1 ...... 64 4.2 Research Question 2 ...... 65 4.3 Research Question 3 ...... 74 4.4 Research Question 4 ...... 78 4.5 Research Question 5 ...... 81 4.6 Research Question 6 ...... 89 4.7 Research Question 7 ...... 94 4.8 Research Question 8 ...... 97 4.9 Summary of the Results ...... 102 5. DISCUSSIONS, RECOMMENDATIONS, IMPLICATIONS AND CONCLUSIONS ...... 104 5.1 Implications for Practice ...... 113 5.2 Implications for Further Research ...... 116 REFERENCES ...... 118 APPENDICES A. Mobile Technologies Questionnaire ...... 131 B. Classroom Observation Tool ...... 140

xii C. Interview Schedule ...... 142 D. Participant Consent Form ...... 143 E. Online Course Overview with Objectives...... 144 F. Exploratory Factor Analysis (EFA) Item Loadings ...... 152 G. Human Subjects Ethics Committee Approval...... 155 H. Curriculum Vitae ...... 156 I. Turkish Summary/Türkçe Özet ...... 161 J. Thesis Permission Form/Tez İzin Formu ...... 188

xiii

LIST OF TABLES

Table 2.1 Models and Theories of Individual Acceptance ...... 22 Table 3.1 Demographic Information about the Participants ...... 33 Table 3.2 Eigenvalues, Percentages of Variance, and Cumulative Percentages for Factors of the Part 2 of the Questionnaire...... 36 Table 3.3 Eigenvalues, Percentages of Variance, and Cumulative Percentages for Factors of the Part 4 of the Questionnaire...... 36 Table 3.4 Web 2.0 Applications Used in This Study and their Features ...... 43 Table 3.5 Summary of the overall study in a chronological order...... 54 Table 4.1 The Results of Needs Analysis on the Experience on Mobile Devices.58 Table 4.2 Results of Mobile Technologies Acceptance Level...... 61 Table 4.3 Wilcoxon Signed Ranks Tests for Acceptance of Mobile Technologies...... 66 Table 4.4 Results of Mobile Technologies Self- Efficacy...... 67 Table 4.5 Wilcoxon Signed Ranks Tests for Mobile Technologies Self-Efficacy...... 68 Table 4.6 Results of Attitudes toward Incorporating Mobile Technologies into Teaching...... 70 Table 4.7 Wilcoxon Signed Ranks Tests for the Attitudes towards Incorporating Mobile Learning into Teaching...... 72 Table 4.8 Results of Perceptions related to the Usefulness...... 74 Table 4.9 Wilcoxon Signed Ranks Tests for the Usefulness of Mobile Learning.75 Table 4.10 Results of Perceptions related to the Ease of Use...... 77 Table 4.11 Wilcoxon Signed Ranks Tests for the Ease of Use of Mobile Learning...... 78 Table 4.12 Results of Perceptions on Student Engagement...... 80 Table 4.13 Wilcoxon Signed Ranks Tests for the Effect of Mobile Learning on Student Engagement...... 81

xiv

LIST OF FIGURES

Figure 2.1 Bloom’s Original Taxonomy ...... 19 Figure 2.2 Bloom’s Revised Taxonomy ...... 37 Figure 2.3 Bloom’s Digital Taxonomy ...... 37 Figure 2.4 The Frame Model ...... 38 Figure 2.5 The TAM Model ...... 38 Figure 2.6 The UTAUT Model ...... 39 Figure 3.1 Design of the Study ...... 40 Figure 3.2 Scree Plot of Part 2 of the Questionnaire ...... 41 Figure 3.3 Scree Plot of Part 4 of the Questionnaire ...... 42 Figure 3.4 Mobile Technologies Course Moodle Page 1 ...... 42 Figure 4.1 Themes from Class Observations ...... 82 Figure 4.2 Themes from Interviews ...... 84

LIST OF ABBREVIATIONS

CALL Computer-Assisted-Language-Learning MALL Mobile-Assisted-Language-Learning ICT Information Communication Technology MoNE Ministry of National Education HEC Higher Education Council ELT English Language Teaching EFL English as a Foreign Language ISTE International Society for Technology in Education TPACK Technological Pedagogical Content Knowledge MOODLE Modular Object Oriented Dynamic Learning Environment LMS Learning Management System PDAs Personal Digital Assistants SMS Short Messaging System FRAME The Framework for the National Analysis of Mobile Education CEFR Common European Framework BALEAP British Association of Lecturers in English for Academic Purposes

xvi

CHAPTER 1

INTRODUCTION

1.1.Background of the Study

Recently advances in technology have affected nearly every part of our daily lives, and in education they have tremendously affected teaching and learning. In the last decades, teachers have been incorporating technology into teaching to add variety to teaching approach and help students to improve their motivation. Regarding student profiles in this century, technology should be used more than ever since many students are technology addicts. Namely, the use technological devices like smart phones has become major component of their daily routine. As for their daily habits, learning may be reshaped in line with students’ routines, by which the quality of learning and teaching might be enhanced as students’ needs are met in this way. Considering the effects of the use of technological devices into education, first Computer-Assisted Language Learning (CALL) has emerged as a growing trend (Weinstein & Palmer, 2002). The incorporation of technology has affected language learning positively as it enables to provide a number of inside or outside class activities. To give an example, with the help of using students reponse systems like “Kahoot”, students could have a chance to revise what they have studied earlier as part of formative assessment. Besides, students could be provided with online tutorials with some online tools such as Skype. As a result of the widespread use of mobile technologies like smart phones and Ipads, Mobile-Assisted Language Learning (MALL) has emerged.

MALL encourages the idea that learning may be enhanced by using mobile devices and presents the systematic way of how to utilize mobile learning. Mobile learning suggests the mode of learning by using mobile devices like smart phones, and any other portable devices.

Mobile learning may also make teaching and learning available beyond the traditional classroom. Li (2008) stated “ it focuses on the mobility of the learning practice, and emphasizes the interaction between the learner and the learning content, peers or the instructors which can improve effectiveness, flexiblity and convenience of learning” (p.694). To this end, learning enhanced through mobile devices has become a trend in the field of digital learning (Jeng, Wu, Huang, Tan & Yang, 2010).

However, as mobile technologies continue to evolve and monumentally shape the nature of teaching and learning, teachers struggle to incorporate technologies and electronic resources into pedagogically sound activities (Recker, Dorward, Dawson, Mao, Liu, Palmer, Halioris, & Park, 2005; Snyder, Dillow, & Hoffman, 2007; Wells, & Lewis, 2006).

Considering Turkey puts some effort to keep up with the developments in education, many projects on the use of educational technologies have been put into action in different schools. One of these initiated by the government is the Fatih Project, the aim of which is to utilize the effective technology integration at schools. As part of this project, 42 thousand schools were equipped with better technological infrastructure and tablets by the end of 2014. Despite these efforts, as such financial investments for technological devices were not made for teacher development, some problems emerged like not having qualified teachers to use technology.

The use of technology in educational context motivated many researchers around the world. Therefore, many studies have been conducted to investigate the use of ICT in the field of education. For this study, the studies on the integration of ICT into teacher education are important. According to Moersch (as cited in Ertmer, 2003), teachers having finished any technology courses are still unable to create small or whole group activities through the use of technology meaningfully. Though The Higher Education Council (HEC) suggests three or more credit hours of technology instruction, many faculties of education feel technology use is not modeled effectively to put this into action. Thus, this study will try to provide a solution through offering a technology integration model for English Language Teachers. This online course is designed through hands-on practices for instructors to have enough knowledge about technology use in education. The aim in this study is to design an Online Mobile Technologies Course for EFL instructors at a private university in Turkey.

1.2.Purpose of the Study

The main aim of this study was to develop an online course developed for mobile technologies and explore the effects of this online course designed on Mobile Technologies on the use of ICT skills, attitudes and views of EFL Instructors.The subsidiary aims of the study are to train EFL instructors on Mobile technologies in language teaching, to make them feel comfortable while using different mobile applications.

The study is designed according to Mixed method research. As part of mixed method approach, explanatory sequential research design was applied. In this study, the participants were selected through convenient sampling. The data in this study were collated through questionnaires, semi-structured interviews and class observations.

1.3.Research Questions

1. What are the needs of EFL instructors related to use of Internet, computer and mobile technologies in teaching? 2. Is there a significant difference in acceptance of mobile technologies of EFL instructors before and after taking the online course on mobile technologies? 3. Is there a significant difference in mobile technologies self-efficacy of EFL instructors before and after taking the online course on mobile technologies? 4. Is there a significant difference in the attitudes of EFL instructors towards incorporating mobile learning into teaching before and after taking the online course on mobile technologies? 5. Is there a significant difference in the perceptions related to the usefulness and ease of use of mobile learning of EFL instructors before and after taking the online course on mobile technologies? 6. Is there a significant difference in the perceptions related to the effect of mobile learning on student engagement in learning of EFL instructors before and after taking the online course on mobile technologies? 7. To what extent do EFL instructors use the target mobile applications in teaching after the completion of the online course? 8. What are the EFL instructors’ views related to the characteristics of the mobile technologies course they attended?

1.4.Significance of the Study

Teaching students in a technology-rich society is a central problem for many 21st- century educational institutions. Confronted with the needs of 21st-century learners, educators struggle to effectively integrate technologies as emerging technologies continue to shape the world of business and education. According to the International Society for Technology in Education (ISTE, 2008): 4

Effective teachers model and apply ISTE Standards for Students (ISTE- S) as they design, implement, and assess learning experiences to engage students to improve learning, enrich professional practice; and provide positive models for students, colleges, and the community.(ISTE, 2008).

Training the language teachers is a very important process in Turkey and also at the institution where the study has been conducted. To catch up with the developments in every field, the English language instructors at this institution has been receiving some trainings regarding English Language Teaching. Considering the needs of the learners in 21st century, the integration of technology has become an indispensable part of teaching and learning process, leading to technology enhanced learning and teaching. However, educators, leaders, and policy makers face challenges improving teacher quality and strengthening the teaching profession to meet the needs of all 21st Century learners as teachers are somehow not prepared for their students who are digital literate and digital native (Aydin, 2013; Hubbard, 2008; Wiebe & Kabata, 2010).

Technology enhanced learning requires both technological and pedagogical knowledge in a dynamic classroom (Hockly, 2013). Although technology can empower teaching and learning, its use in the classroom is rare (Forgasz, 2006). Research has shown that successful technology interrogation requires educators to acquire a new body of knowledge known as Technological Pedagogical Content Knowledge (TPACK) (Angelo & Valanides, 2005, 2009, 2015) as preparing students in the 21st-century requires teachers to have positive TPACK attitudes and beliefs and Technology Application knowledge and skills.

Teachers should update their teaching skills throughout their career to meet students’ needs better. In this way they may be the facilitators rather than the mere knowledge provider. To this end, they should also learn how to integrate technology into their teaching effectively to provide enhanced learning in the

classrooms. However, to do so, they should combine pedagogical and technical knowledge in order to ensure successful learning and teaching.

To cater for learners’ needs much better, regarding they are from generation Z, instructors are also expected to integrate some web 2.0 tools or mobile applications into their teaching process. Addressing the 21st century teachers’ professional growth, the technological pedagogical content knowledge (TPACK) provides an integrated framework for investigating the indicators of effective technology integration in classrooms (Mishra & Koehler, 2006). To this end, having identified instructors’ needs through needs assessment, the online course on Mobile Technologies will enable the English Language instructors at the institution where the study has been conducted to gain some insights and practical knowledge on how to integrate technology into their teaching more effectively.

This study offers an online course for EFL instructors and acknowledges individual language teachers about the use of mobile technologies while teaching English. There are some studies on technology integration in teacher education programs in other fields. However, the number of technology integration studies in English Language Teacher training programs is not many, which are just related to the use of some web tools, excluding the mobile applications to be used in teaching. This study also aims to inform English language teachers who are already working in the field about ICT in ELT. The outcomes of this study will enable the English language instructors to employ ICT skills in their classroom effectively by using the roadmap on the effective use of mobile technologies. Besides, the results of this study will be of interest of the curriculum designers to help them adapt the curriculum in their institutions as regards to technology integration.

In this study, a learning platform, Moodle, is used for delivering the online course. By using Moodle as the learning platform, this study also suggests convenient and free software for online education. With the opportunities of preparing various activities for a student-centered learning, ‘Moodle’ may help the teachers scaffold their students’ learning.

1.5. Definitions of Terms

The constitutive and operational definitions of the variables and some key words related to this study are given below:

Mobile Devices: A mobile device is small and unobtrusive so that it can be carried with us everywhere (Trifanova, Knapp, Ronchetti and Gamper, 2004). The examples of mobile devices are mobile phones, smart phones, Ipads, tablets, personal digital assistants (PDAs), personal digital media players (iPods, etc).

Mobile Applications: The programs used for mobile devices such as Ipad, tablets, etc are called mobile applications. If students use online programs on computer, they are called web-based tools.

Mobile Learning: It is a mode of learning using content assisted by mobile devices like smart phones, Ipads or tables.

Mobility of Learning: Mobile learning enables learners to use some mobile devices wherever and whenever they want. In this way, the information or the learning process could be carried wherever they go, which is mobility of learning.

Mobile Technologies: Mobile technology is a form of technology which is generally used in cellular communication. In this study, mobile technology refers to the use of mobile devices and mobile applications.

Information Communication Technology (ICT): It is related to the technologies used for accessing, gathering, manipulating and presenting or communicating information and such technologies provide access to information through telecommunications.

ICT Skills: ICT stands for 'Information Communication Technology'. The use of digital technology includes using a computer, tablet or mobile phone or send an email, which are examples of using basic ICT skills and technology. ICT skills help to develop the knowledge of technology and how it works as practical skills such as coding.

Online Course: An online course is the delivery of a series of lessons on a web browser or mobile device, which can be accessed anytime and anyplace. It is designed as an online environment for convenient learning ascynchronusly.

Attitude: Attitude is a manner of acting, feeling or thinking. It is also the tendency to react a situation or concept positively or negatively.

Self-Efficacy: Self-efficacy is the belief we have in our own abilities, specifically our ability to meet the challenges in order to complete a task successfully (Akhtar, 2008). It is generally related to the concept of self-control and the ability to modulate any behavior to achieve aims.

Perception: Views or opinions stemming from experience and external factors acting on the individual.

CHAPTER 2

REVIEW OF THE LITERATURE

This chapter presents a review of the relevant literature to this study that tries to explore the effects of an online course designed on Mobile Technologies on the use of ICT skills, attitudes and views of EFL Instructors. This chapter focuses on the mobile learning in general, ICT in English Language Teaching, teacher training models and theoretical perspectives and framework for mobile learning.

2.1.Learning and Teaching in the 21st Century

Today technology plays a leading role to affect to the change of student learning process. In this way, learning could take place beyond the classroom. Thanks to the use of technology, teachers are provided with a chance benefit innovative teaching strategy like designing interesting activities (Duhaney, 2000). The students in the 21st century are called as Z generation who effortlessly update the information through technology. They are able to use the Internet easily and look for information on the Internet by using any mobile devices. With the help of technology, the students are provided with more collaborative works as well. OECD (2010) claims technology enables to access the higher- order skills like metacognition, which are also referred as the 21st century skills. Such skills are necessary to be acquired by the students now so as to survive in today’s society.

Considering the global economy continues to develop in today’s world, workers are expected to change their jobs at least seven times in their work life. Thus, workers in the 21st century are required to have science and mathematics skills, creativity, fluency in information and communication technologies, and the 10

ability to solve complex problems; which are highly important for local, national, and global level citizenship (Dede, 2010). As suggested by Levy and Murnane (2004) the important aspects of 21st century performances are as follows expert thinking and complex communication tasks which computers cannot perform. Hence, the 21st century education aims to prepare students for a world where many cognitive tasks are performed by computers through expert thinking and complex communications (Dede, 2010). As a result of this, a need has arisen to help students gain 21st century skills which are creativity, critical thinking, communication, collaboration and digital literacy.

The 21st century is rather different than the 20th one in terms of the skills people need to acquire work, citizenship, and self-actualization. Regarding social cohesion, Digital Competency is a necessary component of the educational system to ensure the individual development and participation in 21st century (Martín & Tyner, 2012; OECD, 2011). In this respect, teachers could have the ability to train citizens on use ICT in their individual and social development (European Commission, 2012, 2013 and 2014; OECD, 2012; Sánchez-Antolin, Ramos & Sánchez Santamaría, 2014).

To this end, all curricula should be updated in terms of their objectives and assessments so that students could attain 21st century skills. In order to prepare students to face the challenges of 21st century teachers should have the technological knowledge and experience on using technology effectively, which is a kind of must in the 21st century. Teaching in the 21st century puts the demands on teachers to design interesting and interactive activities for students to address students’ needs and abilities better so that students could be active learners. To this end, teachers are expected to use various mobile technologies to maximize student learning and teaching process.

2.2.Mobile Devices and Mobile Learning

“Mobile” has been defined in different ways in literature. A mobile device has an object at pocket size with a small screen (O’ Connel and Smith, 2007). In another definition by Trifanova, Knapp, Ronchetti and Gamper (2004) a mobile device is unobtrusive to be carried everywhere. Mobile phones, smart phones, Ipads, tablets, personal digital assistants (PDAs) are some examples of mobile devices.

With the help of mobile devices, our lives could be organized better. To illustrate, short messages (SMS) could be sent to any friends or recently by using “whatsapp” communication among friends could be facilitated. Since mobile devices have such features as mobility, our lives have become easier through convenience and accessibility, by which learning could be (Diaz & Carrion, 2015).

CALL encourages the idea that learning should take place everywhere whenever a learner needs, as a result of which MALL (Mobile Assisted Language Learning) has emerged. MALL is based on an approach to language learning through the use of mobile devices. Li (2008) states “It focuses on the mobility of the learning practice, and emphasizes the interaction between the learner and learning content, peers or the instructors which can improve effectiveness, flexibility and convenience of learning” (p.694).

Through mobile learning, learning becomes mobile instead of the technology itself. Thus, it has many benefits like permanency, accessibility, interactivity and personalization. Besides, wireless mobile devices may lead to sensitive learning experiences (Koole, 2009) and mobile learning may encourage transferring the knowledge and content in a learner-based atmosphere (Nedungadi, 2012).

2.3.ICT in Foreign Language Education

As ICTs have become an indispensable part of our daily life, educators may use it to enrich learning process. By using videos or any free software, English teachers try to make their teaching more attractive through different learning technologies. However, only a limited number of students have a chance to receive education from teachers integrating technology into their teaching process. Some studies in literature claim the idea that using ICTs have a positive effect on the foreign language teaching and learning process. ICT tools have eliminated the time and space limitation (Samuel & Bakar, 2006) and classroom interaction has gone beyond the time and space constraints (Frayer, 1997 as cited in Samuel & Bakar, 2006). According to Carmen et al. (2003), the use of technological tools in teaching and learning could enhance students’ competencies. To this end, Gimbert & Cristol (2004) put forward instruction enhanced through technology resulted in increased student learning.

2.4.Benefits of M-Learning

Some features of mobile devices might allow them to be suitable tools for modern education in that they encourage exploring and sharing learning content. Such characteristics can be summarized as portability, functionality, ubiquity, utility and connectivity (Pachler, Bachmair and Cook, 2010). Being small to be carried in a pocket and being able to communicate with anyone and anywhere are the reasons why to be chosen by many users.

According to Kloper, Squire, and Jenkins (2002), the key features of mobile devices are as follows: 1. Portability to be carried everywhere at ease 2. Social interactivity to facilitate the communication 3. Context sensitivity: to show where learners are in terms of location, environment and time. 4. Connectivity to be in a shared network 5. Individually to encourage individual learning

When the features like messaging, games, the Internet access and multimedia convergence are considered, it is clear that mobile devices have the potential to enhance learning and teaching process (Khaddage, Lanham and Zhow, 2009). According to Nikana (2000) some advantages of mobile learning are increased understanding of the material, different collaborative methods, increased student motivation because of being involved in group discussions more and receiving immediate feedback and cost effectiveness as being less expensive than textbooks or computers. Laurillard (2007) showed that M-learning motivates and encourages students through interaction in social life, control over learning goal and learning in contexts.

Davies et al. (2005) suggested the main benefits of using ICT in language learning as follow: o More learning opportunities like interaction, collaboration and communication. o More individualized learning depending on individual needs and their learning styles. o Having more chance to practice language skills especially in terms of speaking and listening

New technologies offered by mobile technologies encourage interactive learning so that a more flexible learning environment is designed for students from generation Y and Z (Samuel, 2007). Moreover, mobile learning increases collaborative learning (Denk, Weber and Belfin, 2007), as it helps dynamic interaction in learning (Barker et al., 2005).

Apart from all these, course content could be delivered through mobile devices by Pushing which means delivering assessments anywhere and anytime, Messaging using SMS, Response and feedback, File exchange by students and teachers, Posting which means doing presentations and Classroom communication asynchronously (Song, 2007). Considering the advantages of emerging technologies, game-based learning is becoming common as it is accepted that games for mobile phones may support cognitive and socio-affective learning through strategic thinking, planning, negotiating skills and group decision making (Mitchell, 2004; Kirriemuir & McFarlane, 2004).

2.5.Professional Development Models

As the Internet offers numerous opportunities to teachers and different Web 2.0 tools and mobile applications could enhance teaching and learning, teachers either as pre-service or should meet the requirements to be able to use technological tools to enrich teaching and learning process. Therefore, teacher- training institutions offer some technology courses. However, such institutions should offer consistent programs to address learners’ needs and enhance teaching skills.

There are some models proposed to integrate technology into training programs. 15

Gillingham and Topper (n.d) defined four different models to technology integration. 1. Single Course Approach: Course is taught by an expert faculty in terms of technology, pedagogy and subject matter. It is criticized as exposing technology at one time and leading content to be forgotten. 2. Technology Infusion Approach: Technology is integrated into the course at different times, allowing long exposure to technology use together with subject matter. 3. Individual Student Performance Approach: Course is conducted through student performance or projects based on technology use, which encourages self- directed learning. At the end of the course, an assessment on technology proficiency is taken. 4. Case-based Approach: It includes different cases where technology is used as part of a broad case-based technology preparation program. In this course, prospective teachers reflect on how teachers incorporate technology into their classroom instruction.

Kainth and Kaur (2010) proposed four different models to integrate technology into teacher education: 1. ICT skills Development Approach: It focuses on the use of ICT mainly. Teachers are trained to use ICT in their daily life. The course includes knowledge about various web 2.0 tools and mobile applications in educational process. 2. ICT Pedagogy Approach: It highlights integrating ICT skills in relevant subject matters. The course is designed through constructivism, and technological tools are used to enhance learning outcomes. It integrates pedagogy and ICT skills into classroom activities. 3. Subject- specified Approach: Technology is directly integrated into one discipline.

4. Practice-driven Approach: It highlights the practical aspects of ICT use. The course includes practical activities like designing lesson plans and tasks.

2.6.Theoretical Framework

Thanks to the different functions of mobile devices, a number of different learning activities are designed with the help of mobile learning. To this end, it is difficult to attribute mobile learning to only one theory. As Traxlar (2009) suggested, it could be over-simplifying to explain mobile learning in one theory. Regarding this, researchers try to explain mobile learning most commonly through behaviorism, constructivism, cognitivism and connectivism.

According to Behaviorism, learning is promoted as a change in observable actions. In this case, mobile learning is explained through behaviorism as learners receive instant feedback or reinforcements inside or outside class with the help of mobile technologies (Naismith et al., 2004)

Constructivism encourages the idea that teachers should provide hands–on experience for students to create meaningful learning. Considering the electronic media, hands-on learning and experiential learning can easily be designed electronically since there are large amounts of data available for students online to enable them revise what they study and build on what they already know electronically (Özdemir, 2012).

At this point, it is of importance to highlight the role of the teachers when relating the use of mobile devices with any learning theories. Teachers should know which mobile technology to use to enhance learning. For instance, if a teacher aims to create an activity through drills, he needs to adopt behaviorism while using mobile technologies. If a teacher plans to integrate any mobile technologies 17

to help students build on what they already know, he needs to adopt constructivism.

Connectivism was suggested by Siemens (2004) focusing on learning through communities of practice and personal networks. This theory emphasizes knowing “where” to access knowledge (Siemens, 2005). Connectivism focuses on the new opportunities that new technologies created for people to learn and share information across the World Wide Web such as email, wikis, online discussion forums and social networks.

In a connectivist learning, students are also encouraged to look for information online by themselves and share what they find in a connected community online as well. The concept of the massive open online course (MOOC) is the result of connectivist theory. In a connectivist MOOC (cMOOC), anyone can enroll, share and exchange online. The participants are responsible for what and how they share in a connected behavior (Downes, 2010).

In terms of cognitivism, Bloom’s Digital Taxonomy was brought by Samantha Penney as the digital version of ‘Bloom’s Taxonomy’ to explain mobile learning. Bloom’s Digital Taxonomy promotes a certain technological tool to the appropriate thinking skills of the learners. The original Bloom’s Taxonomy was brought by Benjamin Bloom in 1956 to classify important levels of learning in a hierarchy from lowest to the highest.

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Figure 2.1. Bloom’s Original Taxonomy

Anderson and Krathwohl (2001) revised Bloom’s original taxonomy as regards to the newer educational theories by combining both the cognitive process and knowledge dimensions

Creating

Evaluating

Analysing

Applying

Understanding

Remembering

Figure 2.2. Bloom’s Revised Taxonomy

Churches (2008) introduced the ‘Digital Taxonomy’, as seen in Figure 3, by integrating multimedia technology to the taxonomy. This means relevant web 2.0 tools and mobile applications were inserted into the taxonomy. This digital taxonomy enables teachers to design any lessons by using technology, bearing the learning behavior in the taxonomy.

Taken from https://www.mtvt.org/resources/blooms-digital-taxonomy/

Figure 2.3. Bloom’s Digital Taxonomy

2.7.M-Learning Models

The successful M- learning needs to have a framework which encourages creativity, collaboration, communication and critical engagement (Cobcroft et al., 2006). In this section, the relevant models for effective M-learning integration will be explained.

2.7.1.The FRAME Model

The Framework for the Rational Analysis of Mobile Education (FRAME) was developed by Koole (2006) to help the design and development of learning materials and teaching strategies through mobile learning. It creates a mode of learning which enables learners to interact with others anytime and anywhere 21

(Koole, 2009). The FRAME model is displayed by a Venn diagram through three aspects:

(D) (DL) (L) Device Device Learner Aspect Usability Aspect

(DLS) Mobile Learning (DS) (LS) Social Interaction Technology Learning

(S) Social Aspect Information Context

Figure 2.4. The Frame Model (Koole, 2009)

These three circles in the diagram are (D) device, (L) learner and (S) social aspects. According to this diagram, the device usability and social technology refer to affordances of mobile technology (Norman, 1999). Interaction learning emphasizes instructional and learning theories through social constructivism. The centre of this diagram which is the convergence of all aspects indicates the ideal M-learning process.

Koole (2009) suggests a successful implementation of M-learning will help to decrease the cognitive load for learners, by which it will enable learners to restore and transfer data when a need arises in different ways.

2.7.2.Sustainable Mobile Learning Framework in Schools

This framework was developed by Ng and Nicholas (2012) as a result of the three- year project whose aim was to explore M-learning in an Australian secondary school. This framework help to investigate different impacts of the sustainability of M-learning in schools by using PDAs.

According to this framework, there are five components of ICT in education. These are: (1) economic sustainability which is the availability of funding for ICT program (2) social sustainability, involving parents, political leaders and mobile companies; (3) political sustainability, referring to the leadership roles and policies about mobile learning(4) technological sustainability, which is the use of right technological tool and (5) pedagogical sustainability which means effective facilitation of M-learning through appropriate teaching strategies (Abu- Al-Aish, 2014).

As a result of this project, Ng and Nicholas (2012) identified three human-related issues to the deployment of M-learning at institutions. There are (1) building positive attitudes in students and teachers towards M-learning program,(2) avoiding any misunderstanding among all parties through effective communication and interchanging ideas, (3) ensuring all parties including teachers, parents, managers, etc have responsibilities to sustain effective mobile learning.

2.7.3.Technology Acceptance Model (TAM)

There are some theories to investigate the individuals’ acceptance to adopt new technologies. To this end, Davis (1989) developed Technology Acceptance Model (TAM). TAM aims to explain the influences of external variables like training and computer self-efficacy on internal beliefs, attitude toward use, (Ibrahim and Jaafar, 2011). Figure 2.6 explains TAM and the relationship between the different variables.

Figure 2.5. The TAM Model

2.7.4. The Unified Theory of Acceptance and Use of Technology (UTAUT)

The other recent model in information technology acceptance is the Unified Theory of Acceptance and Use of Technology (UTAUT), proposed by Venkatesh et al. (2003). Its aim is to integrate and compare dimensions from eight different models.

These eight models are Theory of Reasoned Action (TRA) (Fishbein and Ajzen, 1975), TAM (Davis, 1989), Motivational Model (MM) (Davis, Bagozzi and Warshaw, 1992), Theory of Planned Behaviour (TPB) (Ajzen, 1991), Model of PC Utilization (MPCU) (Triandis, 1977; Thompson, Higgins and Howell, 24

1991), Innovation Diffusion Theory (ITD) (Moore and Benbasat, 1991; Rogers, 2003), Social Cognitive Theory (SCT) (Bandura, 1986; Compeau and Higgins, 1995) and a model that combined TAM and TPB (C-TAM-TPB) (Taylor and Todd, 1995a).

Table 2.1 Models and Theories of Individual Acceptance (Venkatesh et al., 2003, retrieved from Abu Al-Aish, 2014

Model Core Constructs Theory of Reasoned Action (TRA) TRA is drawn from social psychology and has been considered as one of the most fundamental and influence theories of Attitude Toward Behaviour, human behaviour. TRA has been used to Subjective Norm predict the individual acceptance of technology and provides largely variance explained. Technology Acceptance Model (TAM) TAM was originally designed to predict the IT acceptance and usage on the jobs. It has Perceived Usefulness, been applied to various kinds of technologies Perceived Ease of Use, and users. Venkatesh and Davis (2000) Subjective Norm (in TAM2) proposed TAM2 by adding subjective norm to the TAM in case of mandatory setting.

Motivational Model (MM)

Table 2.1(cont’d) Models and Theories of Individual Acceptance

Many studies in psychology have applied MM theory for specific context. Davis, Extrinsic Motivation, Intrinsic Bagozzi and Warshaw (1992) adapted MM Motivation theory to understand new technology acceptance and usage. Theory of Planned Behaviour (TPB)

TPB extended TRA by involving the construct of perceived behavioural control. Attitude Toward Behaviour, TPB has been used to understand the Subjective Norm, Perceived individual acceptance and usage of various Behavioural Control technologies.

Combined TAM and TPB (C-TAM-TPB) Attitude Toward Behaviour, C-TAM-TPB is hybrid model combines the Subjective Norm, Perceived predictors of TPB and perceived usefulness Behavioural Control, from TAM Perceived Usefulness

Table 2.1(cont’d) Models and Theories of Individual Acceptance

Model of PC Utilization (MPCU)

MPCU is derived from theory of human Job-fit, Complexity, long-term, behaviour, Triandis (1977). Thompson, Consequences, affect Towards Higgins and Howell (1991) proposed this Use, Social Factors, facilitating model and use it to predict the PC utilization Conditions Innovation Diffusion Theory (IDT) Moore and Benbasat (1991) adapted the Relative Advantage, Ease of properties of innovations obtained in Use, Image, Visibility, Rogers (1995) and refined a set of construct Compatibility, Results that could be used to investigate the user Demonstrability, Voluntariness technology acceptance. of Use.

Social Cognitive Theory (SCT) Compeau and Higgins (1995) used and Outcome Expectations- extend SCT to the context of computer Performance, Outcome utilization. SCT is considered one of the Expectations- Personal, Self- most powerful theories of human behavior efficacy, Affect, Anxiety.

UTAUT identifies the determinants of behavior intention and user behavior as performance expectancy, effort expectancy, social influence and facilitating conditions. In this way, the model can be used while introducing a new technology in terms of designing trainings (Venkatesh et al., 2003).

Figure 2.6. The UTAUT Model

2.8. Studies on TAM and UTAUT

In terms of mobile acceptance, there are some studies using TAM or UTAUT as a basis to explain the factors of both students’ and teachers’ acceptance level (Zarmpou et al., 2012).

In a study conducted by Lu and Viehland (2008), perceived usefulness perceived ease of use attitude towards using mobile learning, subjective norm, self- efficacy and perceived financial resources are key factors to adopt M-learning. As a follow-up to this study, Liu, Li and Carlsson (2010) suggested a model based on TAM to explore how M-learning is adopted in a Chinese university. The results revealed personal innovativeness affects behavioral intention in the process of adoption of M-learning. However, perceived ease of use was not a strong determinant on behavioral intention. A similar study was carried out by Chong et 28

al. (2011) to investigate the factors during the adoption of M-learning in Malaysian universities by using extended TAM model. This new version contained such variables as technical feasibility, cost-effectiveness, quality of service and cultural aspects. The findings explained although perceived ease of use, perceived usefulness, quality of service and cultural aspects have impact on attitudes towards using M-learning, technical feasibility and cost-effectiveness do not. In another study by Park, Nam and Cha (2011), TAM was extended in terms of adding mobile learning self-efficacy, major relevance and system accessibility as external variables. The results of this study revealed attitude towards mobile learning is the most important factor.

In a study by Wang, Wu and Wang (2009) UTAUT was used to explore the factors of M-learning acceptance by adding two extra dimensions to the model, which are perceived playfulness and self-management of learning. The results indicated performance expectancy, effort expectancy, social influence, perceived playfulness and self-management of learning were all important factors to behavioral intention in M-learning acceptance. Iqbal and Qureshi (2012) used UTAUT in a study to investigate students’ perceptions of the adoption of m- learning by adding perceived usefulness as a new dimension. The results showed although perceived usefulness, ease of use and facilitating conditions have impact on students’ intention to adopt M-learning significantly, perceived playfulness has less impact. Another study using UTAUT as a model in m-learning adoption process, was carried out by Jairak, Praneetpolgrang and Mekhabunchij (2009). The findings revealed performance expectancy, effort expectancy and social influence have a significant positive relationship with attitudes towards behaviour. Besides, the researchers also claimed successful m-learning system should be accomplished through good perceptions and support by university.

2.9. Studies on ICT into Teacher Education

The research on the use of technology in learning and teaching processes has gained a paramount importance in the field of education and teacher-related issues are regarded as key components to use technology successfully in educational context. (Cochran- Smith, 2004; Fullan, 1993; Gillingham & Topper, 1999; Sarbib, 2002; Townsend & Bates, 2007).

Veen (1993) conducted a study on teachers’ beliefs about the adoption of ICT. The results highlighted that content, pedagogy and teachers’ competence in ICT use are key determinants on to what extent they use ICT in their teaching. This result has also been affirmed by other studies as teachers’ competence and attitudes are highly important when teachers are to use technology effectively (Farenga & Joyce, 2001; Means, 1994; Veen, 1993).

In the USA, the Ministry of Education carried out a project called ‘Preparing Tomorrow’s Teachers to Use Technology’, which aimed at improving and enhancing the technology preparation of pre-service teachers. Brush (2003) carried out a study to support this project. For this reason Arizona State University pre-service teachers were provided with opportunities to develop, implement and evaluate their own instructional activities that utilise technology effectively and appropriately in authentic situations. Pre-service teachers were also given the myrad of tools necessary to integrate technology into teaching and learning activities.

Butler-Pascoe and Wiburg (2003) conducted a study on the need to design a technology-training course to help teachers use technology effectively. The results presented that they should have the training to integrate technology in their teaching since a professional development program enables teachers to design effective lessons in foreign language teaching through technology.

In his study, Ping (2005) tried to find out pre-service teachers’ technology competency and the change of individual attitudes as a result of taking technology- specific courses. He also tried to investigate their perspectives and experiences throughout their teaching preparation experience. He found out that learning to teach with information technology is an idiosyncratic and developmental process situated in multiple individual and social contexts. The use of information technology helped the pre-service and teachers upgrade their content knowledge, and developing the meaning of inclusive education, a sense of identity, collegiality and leadership potential. Technology experiences changed their views of teaching and their own perceptions of themselves as teachers.

Ince (2015) conducted a study on teachers’ perceptions on the use of technology. The results showed that most of the teachers think blended learning might affect English language teaching in positive way. Moreover, in Güneş’s study (2015), similar results were conveyed. The findings of the study indicated teachers have positive attitudes toward using computer technology in their teaching experience. The findings of the interview were consistent with the questionnaire data by indicating that teachers use computers for both their personal and educational purposes.

In a study by Baek et al. (2008), the leading factors to encourage teachers to incorporate technology in their teaching were investigated. The results presented the such factors as adapting to others’ expectations, receiving attention, using technology in terms of basic functions, reducing physical fatigue, class preparation and using technology at advanced level. Açıkalın (2009) did a research to explore the views of pre-service elementary school teachers on the use of Internet with 37 participants. The results indicated a positive tendency on how these teachers regard technology use in class. In another study conducted by Aydın (2007) the attitudes of 115 Turkish pre-service EFL teachers towards the Internet was investigated. The results provided that most of the participants 31

viewed Internet as a positive tool in educational context as for accessing information. Odabasi (2000) carried out a study on ICT use among faculty members and their perceptions on ICT as regards to its effectiveness. The results highlighted that many faculty members did not know the current applications or web tools to be used in their classes. However, they stated the use of ICT in class could increase student motivation and help to enhance student learning.

In a study carried out with teachers, Stansberry and Kymes (2007) asked teachers to create e-portfolios for four semesters and then checked the teacher willingness in using e-portfolios for their own teaching. They found that contrary to students’ uneasiness at the portfolio, several teachers favored the process stating that technology use could turn the classroom into a dynamic place. In another study,

Vallance and Martin (2008) designed a 12-week blended course in Singapure. The discussions of the participants were recorded and their actions were monitored while they were doing the activities. At the end of the 12 week program, it was seen that the pedagogical beliefs of the participants changed and they gained better competency to design a course to enhance learning. In another study by Karakaya (2010) which tried to find out teachers’ attitudes and perceptions on the use of technology, the findings revealed that a great majority of teachers attribute positive remarks for integrating technology in language teaching as they stated the use of technology leads to enhanced learning.

In a study in the USA, Jayachandran (2009) suggested a way to integrate technology into the classroom effectively by examining how two foreign language pre-service teachers use technology while teaching. The findings in this study indicated that the preparation for technology use affects the incorporation of technology into the lessons positively. In another study by Hismanoglu’s study (2012), a technology module was used as a treatment. The results indicated that

there was a statistically significant difference between prospective EFL teachers’ ICT attitudes before and after ICT- interwoven training, which sheds light on the importance of including more ICT-related courses in the curriculum. On the other hand, Özdemir’s study (2013) revealed that the treatment, here it is the online educational technology course on Moodle, did not have a significant impact on the attitudes and self-efficacy of the pre-service teachers about using computer technologies but it had a significant impact on the computer literacy of pre-service teachers towards computers.

2.10.Summary

Mobile learning enables learning to become mobile rather than the technology itself. Mobile learning has many advantages like permanency, accessibility, interactivity and personalization, which offer the learners study outside class. As Koole (2009) put forward wireless mobile devices may help to occur culturally sensitive learning experiences and to deal with increasing information in the world. Mobile learning also helps to facilitate transferring the knowledge and content in a learner-based atmosphere (Nedungadi, 2012). When the features like messaging, games, the internet access and multimedia convergence are considered, it is clear that mobile devices have the potential to enhance learning and teaching process (Khaddage, Lanham and Zhow, 2009). Thanks to the different functions of mobile devices, a number of different learning activities are designed with the help of mobile learning. To this end, it is difficult to attribute mobile learning to only one theory. As Traxlar (2009) suggested, it could be over- simplifying to explain mobile learning in one theory. While applying mobile learning, it is highly important to design learning activities and choosing teaching strategies considering the M-Learning Models.

Though there are many studies conducted on mobile learning, there little research that show the effect of an online mobile technologies course on EFL instructors’ ICT use, attitudes and views. Thus, to me, this study will try to fill in this genuine gap in the literature.

CHAPTER 3

METHOD

This chapter presents the information regarding the research questions, design of the study, participants involved in the study, data collection procedures, development of instructional materials, data collection instruments, and data analysis procedures.

3.1.Design of the Study

In this study, mixed method research design was used. As part of mixed method approach, explanatory sequential research design was applied. To answer the research question 1, research question 2, research question 3, research question 4, research question 5 and research question 6 data were collected through questionnaires. To answer the research question 7 and research question 8, data were collected through classroom observations and semi-structured interviews. The main purpose of this study was to develop an online course on mobile technologies and investigate the effects of an online course designed on Mobile Technologies on the use of ICT skills, attitudes and views of EFL Instructors. This study was conducted to a group of instructors that the researcher could access.

3.2.Research Questions

Thus, in this study, the dependent variables are acceptance of mobile technologies, mobile technologies self-efficacy, the attitudes of EFL instructors towards incorporating mobile learning into teaching, the perceptions related to the usefulness and ease of use of mobile learning and the perceptions related to the effect of mobile learning on student engagement in learning of EFL instructors. The independent variable is the mobile technologies course.

Semi- Course Class structure Pre-test Implementatio Post-test Observatio d n n Interview s

Figure 3.1 Design of the Study, 2007; adapted from Creswell, 2007

3.3.Context

This study was conducted at a private university in the preparatory program in Ankara. Students are learning English for academic reasons, as they will study in their departments on the condition that they pass the proficiency exam of the university, which is equivalent to CEFR B2 level. These students are also required to learn English as a prerequisite to go to their departments, as medium of instruction at the university is English.

3.4.Subjects/Participants of the Study

This online course on Mobile Technologies is designed for instructors teaching at a private university in the preparatory program in Ankara. These instructors have at least bachelor’s degree in English Language Teaching or related programs. They have different levels of experience in language teaching and most of them hold ICELT ( Certificate in English Language Teaching), CELTA Certificate in Teaching English to Speakers of Other Languages or DELTA ( Diploma in Teaching English to Speakers of Other Languages) which are offered by Cambridge University. Moreover, some of them have Master’s and Doctoral Degree while some others of them are still continuing to study in their graduate 37

programs. In this study, the participants were selected through convenient sampling. An e-mail regarding the aim of the study and if there were any volunteers to participate was sent to all the instructors in the preparatory program. As a result of this, 22 instructors out of 110 volunteered to take part in this study and the online course. Majority of them were female, as reflecting the female and male ratio of population of English language instructors. All the participants took the 6-weeks course on mobile technologies online on Moodle asynchronously. In this study, three volunteer instructors were observed through a classroom observation tool by the researcher and also semi-structured interview was conducted with different three volunteer instructors.

Table 3.1 Demographic Information about the Participants Gender Degree N Male ICELT 1 DELTA 1 MA in progress 0 MA 0

Female ICELT 3 DELTA 10 MA in progress 2 MA 5

3.5.Instruments

In order to gather the data for this study, a questionnaire entitled “The Use of Mobile Technologies in Foreign Language Education” prepared and adapted by the researcher, classroom observation form and interview schedule were used.

3.5.1. The Use of Mobile Technologies in Foreign Language Education Questionnaire

In this study, a questionnaire to check the acceptance of mobile technologies, mobile technologies self-efficacy, the attitudes of EFL instructors towards incorporating mobile learning into teaching, the perceptions related to the usefulness and ease of use of mobile learning and the perceptions related to the effect of mobile learning on student engagement in learning of EFL instructors was prepared and adapted by the researcher from Pollara, 2011 and Abu-Al-Aish, 2014.

This questionnaire consisted of four parts and 58 items in total (see Appendix A). EFA was run only for part 2 and part 4 of the questionnaire. Each part focused on different aspects. The first part was prepared by the researcher. The second part was adapted from Mobile Acceptance Questionnaire designed by Abu-Al-Aish (2014). The third part was adapted from the instrument designed by Yasan (2018). The final part was adapted from the questionnaire developed by Pollara (2011). The first part is about teachers’ experience on the use of Internet, computer and mobile technologies in teaching. Based on the results of this part of the questionnaire, the online course objectives and the course content were determined. The second part is on the acceptance of mobile technologies; third part is about mobile phone self-efficacy and their prior knowledge about the applications to be used in the study. The fourth part is on the perceptions related to the usefulness and ease of use of mobile learning and the perceptions related to the effect of mobile learning on student engagement in learning. The questionnaire was given to instructors at once without any time interval and they were expected to finish it in 10 minutes. During this study, the questionnaire from part 2 to 4 was used as pre-post test. Part 1 was used for needs analysis.

This questionnaire was reviewed by two experts in English language teaching and materials design, two experts in the use of mobile technologies in teaching and two English instructors in terms of the face validity and clarity. Although the reliability and validity measurements were obtained beforehand, this instrument was checked in terms of validity and reliability and were satisfied, Exploratory Factor Analysis (EFA) was run by the researcher as well. The pilot study was conducted to check validity and reliability of the questionnaire. Accordingly, Exploratory Factor Analysis (EFA) was performed through SPSS 22 to find out the factor structures for part 2 and part 4.

Before performing EFA, the following assumptions should be checked: Correlations above .30, Barlett‟s Test of Sphericity, Kaiser-Meyer- Olkin (KMO) value, absence of outliers and multivariate normality (Hair et al, 2010). After checking the aforementioned assumptions, factor, structure, pattern matrices, total variance (eigenvalues-total/cumulative percentage), scree plot tables and graphs were examined to identify the factors. Finally, the factors were named and internal consistency was checked through required Cronbach’s alpha tests.

As an initial step, the correlation matrix was examined to check whether the data is appropriate for factor analysis. Correlation coefficients between the correlated items should be over .30 (Tabachnick and Fidell, 2013). In this study, the items for part 2 of the questionnaire have a correlation value between .74 and .89 and the items for part 4 of the questionnaire have between .71 and .87.

In order to check the validity of the instrument, data were collated from 110 English language instructors to satisfy the sample size assumption. It was also verified by Kaiser-Meyer-Olkin (KMO) test with the value of .81, which is regarded as a ‘‘great’’ value for factor analysis (Field, 2013). In terms of multicollinearity, as the correlation values of the correlated items were below the value of .90, they are not highly correlated (Field, 2009). Furthermore, Bartlett’s test of sphericity for part 2, χ2 (54) = 1187.01, p <.000, and part 4, χ2 40

(136) = 2179.27, p < .05 indicated the correlations among the items are appropriate for factor analysis (Field, 2009).

As a second step, normality was checked. Before multivariate normality, univariate normality was checked through Skewness and Kurtosis values, Kolmogorov-Smirnov and Shapiro-Wilk statistical tests, histograms, and Q-Q plots. Kolmogorov-Smirnov and Shapiro-Wilk tests were non-significant, Skewness and Kurtosis values were close to zero, and Histograms and Q-Q plots showed normality. Consequently, multivariate normality was checked through Mardia’s test. As it is not violated, maximum likelihood estimation was preferred and due to the correlated nature of factors direct oblimin rotation was utilized.

Afterwards, data extraction method was determined considering the eigenvalues of factors. Based on the information that eigenvalues should be greater than 1 (Kaiser, 1960), the factors were identified. 81.27% of the variance in part 2 data was explained by four-factor structure of the scale as in Table 3.2 and 83.42% of the variance in part 4 data was explained by four-factor structure of the scale as displayed in Table 3.3.

Table 3.2 Eigenvalues, Percentages of Variance, and Cumulative Percentages for Factors of the Part 2 of the Questionnaire Factor Eigenvalue % of variance Cumulative % Factor 1 8.06 47.39 47.39 Factor 2 2.69 15.82 63.20 Factor 3 1.75 10.31 73.51 Factor 4 1.38 8.10 81.61

Table 3.3 Eigenvalues, Percentages of Variance, and Cumulative Percentages for Factors of the Part 4 of the Questionnaire Factor Eigenvalue % of variance Cumulative % Factor 1 13.09 52.36 52.36 Factor 2 3.85 15.40 67.76 Factor 3 3.27 13.07 80.83 Factor 4 1.62 6.48 87.31

The number of factors was also verified through Cattell’s scree plot as Field (2009) suggested and regarding the reference of inflexion point of the scree plot as can be seen in Figure 1 and 2, four factors were determined.

Figure 3.2. Scree Plot of Part 2 of the Questionnaire

Figure 3.3. Scree Plot of Part 4 of the Questionnaire

As a next step, the factor loadings were analyzed to interpret the factors. To this end, factor loadings greater than .50 are chosen (Hair et al., 2010) and four factors were identified for part 2 and four factors for part 4.

For part 2 of the questionnaire, items 1,2,3,4,5 were grouped under the factor “Performance Expectancy” which explained 47.39% of the variance, items 6,7,8,9 were grouped under “Effort Expectancy”, which explained 15.82% of the variance, items 10,11,12 were gathered under “Personal Innovativeness” which explained 10.31% of the variance, and items 13,14,15,16,17 were manifested under “Behavioral Intention”, which explained 8.10% of the variance. In total, 81.62% of the variance was explained by these four factors.

For part 4 of the questionnaire, items 1,2,3,4,5,6 were grouped under the factor “Perceptions on student engagement” which explained 52.36% of the variance, items 7,8,9,10,11,12 were grouped under “Perceptions on usefulness”, which explained 15.40% of the variance, items 13,14,15,16,17 were gathered under

“Perceptions on use of use” which explained 13.07% of the variance, and items 18,19,20,21,22,23,24,25 were manifested under “Attitudes towards incorporating mobile learning into teaching, which explained 6.48% of the variance. In total, 87.31% of the variance was explained by these four factors. All the items and their factor loadings were presented in Appendix F.

All these findings revealed that four factor-structure explains the connections among all the items of part 2 and part 4 of the questionnaire.

Finally, to the internal consistency for part 2 and part 4 of the questionnaire, Cronbach’s alpha coefficients were calculated. The Cronbach’s alpha coefficients for part 2 were .91 for Performance Expectancy factor, .94 for Effort Expectancy factor, .92 for Personal Innovativeness factor and .93 for Behavioral Intention factor. The Cronbach’s alpha coefficients for part 4 were .93 for Perceptions on student engagement factor, .94 for Perceptions on usefulness factor, .91 for Perceptions on ease of use factor and .92 for Attitudes towards incorporating mobile learning into teaching factor. In addition to that, each item had high correlation with the corresponding factor, indicating the internal consistency of the scale in terms of the criterion suggested by Nunnanly (1978) as of .70.

3.5.2.Classroom Observation Tool

The problem to understand to what extent EFL instructors use the target applications in their teaching was investigated through this tool. A classroom observation tool was developed by the researcher and reviewed by two experts in English Language Teaching and technology use. When the participants finished the online course, they were required to prepare a 50 min lesson plan and they were observed by the researcher using this tool. While observing the lessons, the researcher used classroom observation tool, which indicated to what extent the target applications have been used and how teachers used the applications to 44

enhance student centered learning. The classroom observation tool is presented in Appendix B.

3.5.3.Interview Schedule

The problem to understand the perceptions and future plans of EFL instructors regarding mobile technologies was examined through an interview schedule. The interview aimed to find out the perceptions and future plans of EFL instructors in terms of mobile technologies integration in their actual teaching. It also aimed to receive some feedback about the online course. The data collected from the interview were used to support the data collected through the questionnaires and the classroom observation tool. The questions in this form were reviewed by an expert in English language teaching as well. The interview questions are presented in Appendix C.

3.6. Online Course

3.6.1.Learning Management System (LMS)

In this study, Moodle has been used as a learning management system. Moodle is a free online learning management system (LMS) developed by Martin Dougiamas. “Moodle” is the acronym for the ‘Modular Object-Oriented Dynamic Learning Environment’, used by many educators in order to design online learning sites including dynamic content. This learning platform has been used as a learning management system by more than two thousand educational organizations worldwide (Yoo & Oh, 2012). On Moodle, educators can play with the format and are allowed to add their contents in their online course. In such a virtual class, students could access to the course materials outside class. Moodle enables its users to create courses involving various resources and activities, 45

which could be selected depending on learners’ needs. In addition to the activities and resources, it also enables teachers to track students’ progress in the course. Regarding the different features that Moodle offers like chat, forum, quiz and assignment, teachers have the chance to enrich their courses in a virtual environment with interactive activities.

This online course on Moodle has been designed for English instructors at a private university in Ankara. Based on the characteristics of the instructors, obtained from the part 1 of the Mobile Technologies questionnaire, this course was designed to help the instructors develop their competency in the use of mobile technologies in English Language Teaching. Having analyzed the needs analysis results drawn from part 1, the course objectives were determined through Bloom’s Digital Taxonomy (see Appendix E). Namely, depending on the instructors’ needs, the course objectives and the course content were identified. (see Appendix E). This online course lasted 6 weeks and included 6 different sections on Moodle page, each of which focused on different mobile technologies grouped under specific categories like vocabulary teaching and mindmapping. For each section, the instructors were expected to spend approximately one or two hours depending on their technology use competency. The main page of the online course on Moodle was displayed in Figure 3.4.

Figure 3.4. Mobile Technologies Course Moodle Page 1

3.6.2. Web 2.0 Applications used for This Study

The features of web 2.0 application used in this study are presented below in Table 3.4.

Table 3.4 Web 2.0 Applications Used in This Study and their Features

Application Attributes Padlet is an application which is used to create an online bulletin board where any information od different topics could be shared. It helps to collect new ideas and brainstorm collaboratively. While collecting ideas, any images, links and

videos can be integrated. When an online bulletin board is Taken from https://www.edtechteam.c created, it can be collaborated and contributed by anyone the om/blog/2015/02/the- power-of-padlet/ user allows as it has public or private mode. It is compatible with Android, IOS and it even has web version. Linoit is an online board which enables one to create boards by using sticky notes. It is similar to padlet and can be used as an alternative to padlet. The online boards can be used privately or be open to public. Any links or images and videos can be added to the board through sticky notes. It helps teachers to work collaboratively with students. Students do not need to create an account in order to use this learning tool. Linoit has many great uses in the classroom.

Taken from http://techtoolsforassessm ent.pbworks.com/w/page/ 93437129/LinoIt

Table 3.4 (cont’d) Web 2.0 Applications Used in This Study and their Features

Glogster was founded by Roman Smola, Martin Santarcl and Patrik Prepsl in 2007. A glog is a visual platform where users create a poster or web page including text, audio, video and images. By creating a glog, users create interactive posters. It is a resource to be used as an alternative to offline boards or posters. It enables teachers and students to create boards

Taken from suitable to all learning types. https://edu.glogster.com/

MindMeister is an online mind mapping software which enables students to work collaboratively. It is used to take notes, brainstorm ideas or work on group projects. When ideas are come up with, they can be shared to be discussed by others. While taking notes or brainstorming ideas, any images, videos or links can be added. It can be used either in class or at home.

Taken from https://www.mindmeister. com/

Bubbl.us enables its users to create interactive mindmap by offering the features like adding images, videos or links and also sharing it with anyone. It can be used for project planning and collaborative activities inside or outside class. It is compatible with desktop, smartphone or tablet.

Taken from https://www.topbestaltern atives.com/bubbl.us/

Table 3.4 (cont’d) Web 2.0 Applications Used in This Study and their Features

Wordle is used as a tool to generate word clouds from text

that users add. When any texts or words are added to the space provided on the site, a Wordle image is created. Users can play with the fonts, colors and layout of the word cloud created. The word clouds can be saved or printed out Wordle (Solomon and Schrum, 2010). This tool enables teachers to

Taken from use it for pre activities and teaching vocabulary with http://tedteachersnetwork. pbworks.com/w/page/303 synonyms. 55297/Wordle

Tagul is an online word cloud tool which can be used as an alternative to Wordle. It enables its users to create word clouds by using any text or URL provided. One advantage compared Wordle is Tagul helps you create your word cloud

in different shapes. Taken from https://tagultagcloudexam ples.wordpress.com/

StudyBlue is the tool which includes over 400 million flashcards and notes. The content can be prepared by its users. When the content is designed, its users can share it with everyone. In this way, students can share their materials with their classmates and teachers can track their progress, set reminders for them and generate quizzes. The materials

Taken from https://startupbeat.com/20 prepared can also be used as flashcards. It has both web and 13/01/studyblue-has- mobile versions. created-a-crowd-sourced- digital-backpack-that- empowers-students-to- study-more-effectively- and-conveniently-id311/

Table 3.4 (cont’d) Web 2.0 Applications Used in This Study and their Features

Quizlet is an online learning tool to generate flashcards and games created by the program itself. It was founded in 2005 and it is used worldwide now. All of the materials in this tool are created by users. It has both web and mobile versions. It

enables users to study either as flashcard or list.

Taken from https://quizlet.com

Aurasma is a tool designed to benefit Augmented Reality. It allows its users to interact with the world in a new, different way. By using Aurasma, users create “aura” for anything they want and embed any image or video to be seen in 3D animation. It can be downloaded to any tablets or

Taken from smartphones. https://www.aurasma.com / The Quiver is a coloring application based on augmented reality technology. It is especially useful for young learners and low levels. By using Quiver users can bring their creations to life in extraordinary 3D.

Taken from http://www.quivervision.c om/ Layar is the system to allow its users to turn 2 dimensional images into augmented reality versions in a simple way. When 3D version is created, it can easily be viewed through the application.

Taken from https://www.layar.com/ne ws/blog/2013/05/16/new- call-to-action-guidelines/

Table 3.4 (cont’d) Web 2.0 Applications Used in This Study and their Features

Tinkercad is a free online collection tool to think, create and make worldwide. It is used for 3D designs, engineering and entertainment.

Taken from https://www.tinkercad.co m Mondly is an application which help to learn new languages through augmented reality. is launching an augmented reality based learning tool in its app. This tool uses speech recognition technology together with an augmented reality experience. The idea is a virtual teacher tries to communicate with users to teach various languages

like American English, British English, French, German, Taken from https://www.mondly.com/ Italian, Portuguese, and Spanish via the AR experience in the blog/2018/03/25/augment ed-reality-app-mondly-ar- app. language-learning/

A QR Code is a two-dimensional barcode readable by smartphones. It to encodes over 4000 characters in a two dimensional barcode. It can be used to show any text or to open a URL. QR Code Generator is free for anyone to use and codes don't expire.

Taken from https://www.qrstuff.com/

Plickers is a tool used as a real-time formative assessment. It has its QR Cards and with the help of the cards, teachers collect the answers from students in class easily. Plickers. Teachers just scan student cards with the Plickers application and get instant feedback.

Taken from http://www.campusforma zione.it/plickers/

Table 3.4 (cont’d) Web 2.0 Applications Used in This Study and their Features

Kahoot is tool that offers a game-based learning platform. It was founded in August 2013 in Norway. It is a student response system based on game based learning. It is used for quizzes or discussions or surveys. The computer is reflected

on the board and students answer questions by using the

Taken from application on their smart phones or tablets. https://www.nationalgeog raphic.org/bee/study/play- kahoot/

Socrative is a cloud-based student response system and launched in 2010. It enables teachers to create immediate quizzes to reflect on the board and students respond the questions by using their smartphones or tablets. The quizzes can be in the form of multiple choice, true-false, short answer

Taken from or open-ended answer and designed considering either https://edtech4beginners.c om/2016/04/19/how-to- teacher-pace or student-pace. use-the-app-socrative-as- a-fantastic-assessment- tool/

Quizizz is an alternative to Kahoot, which offers student- paced formative assessment .

Taken from https://quizizz.com/

Table 3.4 (cont’d) Web 2.0 Applications Used in This Study and their Features

Infuse Learning is another student response system tool which offers different formats to collect student answers. Teachers can use it to push questions or quizzes. The format of the questions or quizzes can be in multiple choice, true- false, and short answer.

Taken from https://www.smore.com/6 x2v-assessment-in-the- byod-classroom

Storyboard.that is a kind of graphic organizer to plan a narrative. A storyboard is used to display information in a visual way. The boards are used narratively to tell a story and explain a process.

Taken from https://www.smore.com/6 x2v-assessment-in-the- byod-classroom

Storybird is a tool used for storytelling collaboratively. The program offers different arts to write stories. When students decide on the visual art, they can create their own stories by dragging and dropping the pictures.

Taken from https://storybird.com/

Table 3.4 (cont’d) Web 2.0 Applications Used in This Study and their Features

Animato is a tool which allows teachers and students to create videos with images, videos and music. The productions can be used shared in different ways. The best thing is it is designed through constructivist approach (Turgut and İrgin, 2009). When students create their videos, they can share it with their friends and do their presentations in the

class. Taken from https://animoto.com/

Edmodo is a website which functions as a learning platform. Teachers create their classes online and send registeration code to their students or directly invite them. Al the documents related to a course can be uploaded into the system so that they are available to students. The best thing is students can comment on the documents or activities as they do in their social media accounts.

Taken from https://play.google.com/st ore/apps/details?id=com.f usionprojects.edmodo&hl =en

My Study Life is a planner platform for teachers and students to help them manage their study life better. This tool allows users to keep the record of the classes, assignments and exams in a cloud-based system to make it available on any device.

Taken from https://windowsreport.co m/my-study-life/

Table 3.4 (cont’d) Web 2.0 Applications Used in This Study and their Features

ThingLink is an image tool which offers linking to things with images interactively. offering a unique way to link "things" within images. First, users choose certain items for the images they upload, which are also called “things” and link them to different resources. When one part of the area in the image is clicked, a certain resource is accessed. By adding

links to different areas in the image, multiple links can be

Taken from embedded. https://www.thinglink.co m/scene/8043500063529 36962

Knowmia is a kind of screencasting tool which enables teachers to conduct flipped learning for their classes. This website allows teachers to create, share and view. It even enables teachers to be seen at the corner in the video while watching the video lessons. In addition to what teachers

create, students can also be given option to create their video

Taken from lessons they choose or do their presentations by using https://sites.google.com/a/ topekapublicschools.net/t Knowmia. pstechtraining/ipads/ipad- --screencasting/knowmia- teach

Doodle is a tool used for online scheduling. When it is

created, any date and time to meet can be chosen and shared with everyone easily and quickly. While designing the short poll, multiple schedules are provided for the participants on the calendar within time limitation to vote for the poll. When

the due date comes, Doodle collects all the responses and tells Taken from https://doodle.com/ the user the best option for everyone in the poll.

3.7.Data Collection Procedure

In this study, the data were collected through a questionnaire, used as pre-post tests conducted to 22 EFL instructors in in a private university in Ankara, class observation and a semi-structured interview.

There were not any physical and psychological harm as the informed consent forms were taken by ensuring the names to be anonymous. Moreover, the data were ensured to be kept confidential. Besides, as the participants were informed about all the procedures in this study, deception was not an issue. In terms of ethical issues, firstly the relevant documents were submitted to Middle East Technical University (METU) Human Subjects Ethics Committee. After that, the permission from the university where the study was conducted was taken as well. Then, the permission from the directorate of the English Language School and then from the participants involved in this study were taken, too. This study was conducted in 2017-2018 Academic year in the second semester and 2018-2019 Academic Year in the first semester. Having adapted the instruments and received permission from Ethics Committee, a pilot study for reliability and validity issues was conducted first. Construct validity of the questionnaires was checked through EFA (Exploratory Factor Analysis) and reliability were checked through croanbach alpha. After completing and satisfying these validity and reliability issues, some items were deleted and they were ready for the study. This study took 6 weeks as can be seen in Appendix E. The participants in this study were selected through convenient sampling, as the volunteers to take part in this online course were chosen. Two weeks before the online course started, first, questionnaires were sent to all the instructors as pre-tests. Having analyzed the results of the questionnaires, Moodle as a Learning Management System was introduced to them. As all the instructors at the preparatory program were familiar with this platform, this introduction was kept short and they were also informed about the online course. Before the implementation of the course, all participants were enrolled in to the online course by the researcher. The online course includes 57

the reading of some articles related to Mobile Technologies in Foreign Language Learning and Teaching, ISTE Standards for educators, 21st century skills for teachers, BALEAP Competencies and an official document taken from MoNE about what kind of technology knowledge is required from English teachers. This online course was followed asynchronously and at the beginning of each week, the participants were presented with all the documents related to the new mobile technologies on how to use them in teaching like pdf/word documents and video tutorials, links to websites or applications. In addition to such documents, towards the end of each week, they were asked to design one classrom activity using the target tools and share it on Moodle Forum so that they could have a chance to be aware of what other participants designed. At the end of each week, a Moodle Forum discussion was initiated by the researcher on their ideas about the tools they had learned. The researcher used forum as all participants would read each other’s response and learn from each other.

The access to the online course was easy through the passwords provided by the researcher. The main page of the online course, were divided into different sections depending on the content of each week. At the end of the course, all participants taking the online course were asked to design a 50-min lesson by choosing some of the mobile applications provided in the online course and submit it to the researcher. Having submitted the lessons plans, three volunteer participants were observed while teaching according to their lesson plans by the researcher using a Classroom Observation Tool (see Appendix B). When the course finished, all participants were given the same questionnaire as post-tests. Besides, with other 3 volunteer participants semi-structured interview was conducted as can be seen in Table 3.5.

Table 3.5 Summary of the overall study in a chronological order

Tasks Date Selection/Adaptation of Instruments 12.2017/ 03.2018 The permissions from both METU 05.2018 Pilot study 05.2018 EFA Analysis 05-06.2018 Participants Selection 07.2018 Pre-Test 07.2018 Development of the Course 07-08.2018 The implementation of the study 09.2018-10.2018 Post-Test 10.2018 Classroom Observations 10.2018 Conducting Interviews 10.2018

3.8.Data Analysis

As this study is designed through mixed method, both quantitative and qualitative data were collated and analyzed. In terms of the quantitative data, as this study included a pre-test and post-test questionnaire for 22 participants, the questionnaire entitled “The Use of Mobile Technologies in Foreign Language Education” were analyzed through SPSS. In this study Wilcoxon Signed Ranks Test for Matched pairs was chosen as the two related samples test to identify the significant difference. Wilcoxon Signed Ranks Test is regarded as the alternative non-parametric method of paired sample t-test. When the normality assumption is not satisfied or the sample size is too small, Nonparametric Test should be chosen to run. As for the qualitative data collated through classroom observation tool and semi-structured interviews, the observations were recorded in a form and the interviews are recorded in voice recorder and then transcribed. At the end, 59

both data were analyzed by the researcher by doing content analysis. While doing content analysis, topic coding method was used.

In this study, all the statistical procedures were performed by SPSS 22.0 Statistical Package. The .05 level was set to be the criterion of statistical significance for the statistical analyses performed.

3.9.Limitations of This Study

There were some possible extraneous (confounding) variables which might affect the study but might not be controlled by the researcher, which were gender, teaching experience and sample size. In this study, gender could be a confounding variable because male and female participants might show different competency in using the target mobile applications as one part might easily grasp the idea of how to use them. Thus, the results might not show the effects only because of following the target course. As the participants were chosen through convenient sampling, there was only one group. Sample size is another extraneous variable in this study, as the group includes 22 participants.

The Mobile applications used in this study were chosen from the most common and useful ones by the researcher. Considering technology is improving every passing day, some of them might be replaced with other mobile tools in the future.

In terms of internal validity, subject characteristics might be the case as they all had different backgrounds. The location might be limitation as the course was taken online and all participants were in different places. However, the testing threat was minimized as there are 8 weeks between the pre and post-tests. Although testing threat was tried to be minimized, there was no follow-up observation for the instructors, which might indicate that we may not know how much they are using the applications now. 60

Another limitation was related to the number of participants for the classroom observations and semi-structured interviews. As only the volunteers could be approached for the classroom observations (N=3) and semi-structured interviews (N=3), the number is relatively small for the qualitative data analysis.

The biggest limitation of this study is the external validity. Since the participants were chosen by using convenient sampling, the results of this study cannot be generalized to the target population which includes the English Language Instructors working in the English Preparatory Schools in Turkey. The results of this study are limited to the settings.

CHAPTER 4

RESULTS

This study aimed to develop a mobile technologies course delivered online and investigate the effects of an online course designed on Mobile Technologies on the use of ICT skills, attitudes and views of EFL instructors.

This study was conducted in the preparatory program of a private university in Ankara. An online mobile technologies course was designed and a group of 22 instructors took the course. A questionnaire was given as pre and post tests to these instructors to examine the effects of mobile technologies course. Furthermore, classroom observation and semi-structured interviews were conducted to explore these instructors’ ICT use and their views in teaching.

In this study, the quantitative data were analyzed by using SPSS statistical package. When the tests were scored, the mean values (M), standard deviations (SD) and percentages (%) for each scale were computed. The qualitative data were obtained through conducting semi-structured interviews and classroom observation tool. The interviews were recorded and then transcribed. After that, both data from interviews and classroom observations were analyzed by doing content analysis.

This chapter reveals the analysis of the data gathered from the questionnaire used as pre-post tests, classroom observations and also semi-structured interviews conducted at the end of the study with some participants.

4.1.Needs of EFL Instructors related to Use of Internet, Computer and Mobile Technologies in Teaching

The needs analysis in this study was conducted by using the Part 1 of the questionnaire, which was about teachers’ experience on the use of Internet, computer and mobile technologies in teaching. This needs analysis process aims to identify the specific needs of the teachers on the use of mobile technologies in the classroom. Based on the results of this part of the questionnaire, the online course objectives and the course content were determined.

The findings obtained from part 1 were analyzed through descriptive statistics in terms of means and percentages. Based on the results of the needs analysis, they are moderate in terms of using computer and the Internet in learning and teaching (54.55%). Majority of them are using mobile devices for more than 3 years (86.36% for mobile phone, 63.64% for PDA, 72.73% for Tablet PC). The details of the results are displayed in Table 4.1.

Table 4.1 The Results of Needs Analysis about the Experience on Mobile Devices

Never Less 1-3 years More than Tota than 1 3 years l year

N % N % N % N %

Mobile Phone 0 0.0 2 9.0 1 4.55 19 86.3 22 0 9 6 PDA (personal 1 4.5 1 4.5 6 27.27 14 63.6 22 digital asistant 5 5 4 e.g. smarphone, Ipad, etc)

Table 4.1 (cont’d) The Results of Needs Analysis about the Experience on Mobile Devices

Tablet PC 2 9.0 2 9.0 2 9.09 16 72.7 22 9 9 3

The instructors are using mobile devices mostly for Internet browsing (77.27%) and messaging (61.90%). Regarding their mobile applications, the results indicated that the majority of them are using mobile applications moderately (45.45%) and poorly (18.18%).

Considering all these, the results of the needs analysis indicate that majority of the participants are using mobile devices for basic skills in daily life like messaging and they do not have tendency to integrate mobile applications into teaching English.

4.2.Difference in Acceptance of Mobile Technologies of EFL Instructors Before and After Taking the Online Course on Mobile Technologies

The questionnaire used in this study consisted of 4 parts and this research question on whether there is a significant difference in acceptance of mobile technologies of EFL instructors before and after taking the online course on mobile technologies was answered through part 2 of the questionnaire. This part included 17 items and 4 constructs which are Performance Expectancy (PE), Effort Expectancy (EE), Personal Innovativeness (PInn) and Behavioral Intention (BI).

In order to find out the difference in the mobile acceptance level of the 64

participants, this section of the questionnaire was used as pre and post-tests. All the items in section 4 were analyzed through descriptive statistics in terms of percentages in both pre and post tests. And then, to examine the significant difference, a Wilcoxon Signed Rank test was run. All the items together with each participant’s responses will be presented in tables.

The acceptance level of EFL instructors on mobile technologies before taking the online course was positive considering the results of the part 2 of the questionnaire overall. However, as this part consisted of 4 different constructions as part of mobile acceptance level, the responses to relevant items were also investigated. In terms of Performance Expectancy (PE), the participants showed positive tendency in the pre-test as they all think integrating mobile technologies into their teaching will increase their teaching productivity (more than 50%) and they find M-learning useful for their teaching (63.64%) as can be seen in Table 4.2.

Regarding Effort Expectancy (EE), the results indicated that participants thought M-learning requires some effort to be used (36.37%) and it is not that easy to become skillful (27.28%) as can be seen in Table 4.2. Thus, for this construct, the participants indicated a negative tendency in the pre test. In terms of Personal Innovativeness (PInn), although most of them thought they were willing to use new technologies in their teaching (68.18%), they restrain from trying a new technology first (22.73 % for being agree to use first) as in Table 4.1. Considering Behavioral Intention (BI), the majority of them stated they were planning to use new mobile technologies in their teaching (72.72%) and they would enjoy using M-learning systems in their teaching (50%) (Table 4.2). The findings of this part of the questionnaire, showed a slight increase in the post- test as well, especially for Effort Expectancy (EE) after taking the online course. For instance, the percentage of the item 7 and 9 in terms of being ‘Agree’ and ‘Strongly Agree’ increased from 36.36% to 63.64%for item 7, and from 54.55% to 59.09% for item 9. As for Performance Expectancy (PE), the percentage for

being ‘Disagree’ and ‘Strongly Disagree’ increased from 59.09% to 68.18% for item 5 and from 50.01% to 63.63% for item 3. In terms of Personal Innovativeness (PInn), the percentage for being ‘Agree’ and ‘Strongly Agree’ increased from 22.73% to 72.72% for item 12, which may indicate having taken the online course, the instructors were a little bit more willing to try out new technologies while teaching. Finally, as for Behavioral Intention (BI), the percentage for being ‘Agree’ and ‘Strongly Agree’ increased from 59.09% to 77.27% for item 13, which might show after taking the online course, they have more desire to integrate mobile learning into their teaching.

Table 4.2 Results of Mobile Technologies Acceptance Level Items Strongly Disagree Neutral Agree Strongly Disagree Agree

Pre Post Pre Post Pre Post Pre Post Pre Post

PERFORMANCE 1. I find M-learning useful 0.0 0.00 13.64 4.55 22.7 18.18 50 40.9 13. 36.3 EXPECTANCY for my teaching. 0 3 1 64 6

67 (PE) 2. Using M-learning would 0.0 0.00 9.09 0.00 31.8 18.18 45.4 54.5 9 27.2 enable me to achieve 0 2 5 5 7 learning tasks more quickly. 3. Using M-learning in my 4.5 27.2 45.45 36.3 27.2 22.73 18.1 9.09 4.5 4.55 studies would not increase 5 7 6 7 8 5 my teaching productivity 4. M-learning could 0.0 0.00 9.09 0.00 50 22.73 31.8 45.4 9.0 22.7 improve my collaboration 0 2 5 9 3 with colleagues 5. Using M-learning would 13. 31.8 45.45 36.3 22.7 18.18 13.6 9.09 4.5 0.00 not improve my 64 2 6 3 4 5 performance in teaching

Table 4.2 (cont’d) Results of Mobile Technologies Acceptance Level

EFFORT 6. I would find an M- 4.5 0.00 18.18 9.09 27.2 18.18 36.3 40.9 13. 31.8 EXPECTANCY learning system flexible 5 7 6 1 64 2 (EE) and easy to use. 7. Learning to operate an 13. 0.00 22.73 13.6 27.2 22.73 27.2 40.9 9.0 22.7 M-learning learning 64 4 7 7 1 9 3 system does not require much effort

8. My interaction with an 4.5 0.00 9.09 0.00 40.9 27.27 27.2 45.4 18. 22.7

68 M-learning system would 5 1 7 5 18 3 be clear and understandable

9. It would be easy for me 4.5 0.00 22.73 13.6 18.1 18.18 40.9 45.4 13. 13.6 to become skillful at using 5 4 8 1 5 64 4 an M-learning system

Table 4.2 (cont’d) Results of Mobile Technologies Acceptance Level

10. I like to experiment 4.5 0.00 9.09 0.00 18.1 13.64 40.9 45.4 27. 40.9 with new information 5 8 1 5 27 1 PERSONAL technologies INNOVATIVENE SS (PInn) 69

11. When I hear about a 4.5 0.00 18.18 0.00 31.8 18.18 27.2 45.4 18. 36.3 new information 5 2 7 5 18 6 technology, I look forward to examining it

12. Among my colleagues, 9.0 0.00 45.45 18.1 22.7 9.09 13.6 36.3 9.0 36.3 I am usually the first to try 9 8 3 4 6 9 6 out a new innovation in technology

Table 4.2 (cont’d) Results of Mobile Technologies Acceptance Level

13. I plan to use M- 4.5 0.00 4.55 13.6 31.8 9.09 50 45.4 9.0 31.8 learning in my teaching 5 4 2 5 9 2 BEHAVIORAL INTENTION (BI)

14. I predict that I will use 0.0 0.00 18.18 0.00 54.5 18.18 18.1 45.4 9.0 36.3 M-learning frequently 0 5 8 5 9 6

15. I intend to increase my 4.5 0.00 9.09 0.00 18.1 27.27 50 45.4 18. 27.2 use of M-learning services 5 8 5 18 7 70 in the future

16. I will enjoy using M- 4.5 0.00 4.55 9.09 40.9 18.18 40.9 45.4 9.0 27.2 learning systems. 5 1 1 5 9 7

17. I would recommend 4.5 0.00 4.55 0.00 36.3 18.18 31.8 45.4 22. 36.3 others to use M-learning 5 6 2 5 73 6 systems.

Table 4.2 (cont’d) Results of Mobile Technologies Acceptance Level

10. I like to experiment 4.5 0.00 9.09 0.00 18.1 13.64 40.9 45.4 27. 40.9 with new information 5 8 1 5 27 1 PERSONAL technologies INNOVATIVENE

71 SS (PInn)

11. When I hear about a 4.5 0.00 18.18 0.00 31.8 18.18 27.2 45.4 18. 36.3 new information 5 2 7 5 18 6 technology, I look forward to examining it

12. Among my colleagues, 9.0 0.00 45.45 18.1 22.7 9.09 13.6 36.3 9.0 36.3 I am usually the first to try 9 8 3 4 6 9 6 out a new innovation in technology

Table 4.2 (cont’d) Results of Mobile Technologies Acceptance Level

13. I plan to use M- 4.5 0.00 4.55 13.6 31.8 9.09 50 45.4 9.0 31.8 learning in my teaching 5 4 2 5 9 2 BEHAVIORAL INTENTION (BI)

14. I predict that I will use 0.0 0.00 18.18 0.00 54.5 18.18 18.1 45.4 9.0 36.3 M-learning frequently 0 5 8 5 9 6

15. I intend to increase my 4.5 0.00 9.09 0.00 18.1 27.27 50 45.4 18. 27.2 use of M-learning services 5 8 5 18 7

72 in the future

16. I will enjoy using M- 4.5 0.00 4.55 9.09 40.9 18.18 40.9 45.4 9.0 27.2 learning systems. 5 1 1 5 9 7

17. I would recommend 4.5 0.00 4.55 0.00 36.3 18.18 31.8 45.4 22. 36.3 others to use M-learning 5 6 2 5 73 6 systems.

When examining the post-test results in details, it can also be seen that for the other constructs for mobile acceptance level, the responses weighted from ‘Neutral’ to ‘Agree’ or from ‘Agree’ to ‘Strongly Agree’ in the post-test. Such a slight difference shows the increase but to check whether this was a significant difference, a Wilcoxon Signed Rank test was conducted.

A Wilcoxon Signed Ranks Test was conducted to check whether there was a significant difference in acceptance of mobile technologies of EFL instructors before and after taking the online course on mobile technologies. The results are provided in Table 4.3. The findings indicated there was a significant difference between pre-test (Mdn=2.55) and post-test results, Mdn=4.05, z = -3.796, p<.05.

Table 4.3 Wilcoxon Signed Ranks Tests for Acceptance of Mobile Technologies

Pre Test Post Test N Mean Sum of Z p Rank Ranks Negative Ranks 0 .00 .00 -3.796 .000 Positive Ranks 20 9.50 171.00 Ties 2 Total 22

4.3.Difference in Mobile Technologies Self-efficacy of EFL Instructors Before and After Taking the Online Course on Mobile Technologies

The mobile technologies self-efficacy of EFL instructors before taking the online course was positive considering the results of the part 3 of the questionnaire overall. They mostly stated that if there was no one who showed them how to use mobile applications, they would not feel themselves more comfortable and more capable (item 2), (81.82%) as can be seen in Table 4.4. The second thing they

claimed was if they had someone around to help them, they would feel more capable as well (item 1)(68.18%). Regarding these two items, it can be claimed that the participants would need someone to guide them throughout the course. Besides, the feeling that they would be helped whenever they needed was important to them as in the results of the pre-test.

Table 4.4 Results of Mobile Technologies Self- Efficacy

Items Strongly Disagree Neither Agree Strongly Disagree Agree or Agree Disagree Post I could complete a task using mobile Pre Post Pre Post Pre Post Pre Post Pre phone...... 22.7 75 1. If there was no one around to tell me what 27.2 4.55 40.91 18.1 22.7 18.18 4.55 36.3 0.0 3 to do as I go 7 8 3 6 0 18.1 2. If I had seen someone else demonstrate 0.00 18.18 4.55 9.09 13.6 18.18 50 36.3 31. 8 how it could be used 4 6 82 18.1 3. If I could call someone to help if I got 4.55 18.18 9.09 22.7 22.7 18.18 36.3 22.7 27. 8 stuck 3 3 6 3 27 9.09 4. If I had a lot of time to complete the job 0.00 18.18 4.55 27.2 40.9 22.73 36.3 22.7 18. 7 1 6 3 18 18.1 5. If I had just built in help facility for 0.00 0.00 0.00 9.09 18.1 36.36 45.4 36.3 27. 8 assistance 8 5 6 27

The findings of the post-test were also similar to those in the pre-test. The participants indicated positive tendency in terms of mobile technologies self- efficacy. Regarding the each item, only the responses to item 1 showed a slight increase (68.18%) but for the other items showed a slight increase in the post test. For instance, item 2 showed a slight decrease in the post test (54.54%), which might result from feeling more comfortable and flexible after taking the online course. Having taking the online course, it can be assumed that they felt themselves more confident and competent in using mobile technologies as their responses weighted from ‘Neutral’ to ‘Disagree’ or from ‘Disagree to ‘Strongly Disagree’. To check if such a slight decrease or decrease was significant or not, a Wilcoxon Signed Rank test was conducted.

A Wilcoxon Signed Ranks Test was conducted to find out whether there was a significant difference in mobile technologies self-efficacy of EFL instructors before and after taking the online course on mobile technologies. As can be seen in Table 4.5, the results indicated there was a significant difference between pre- test (Mdn=3.50) and post-test results, Mdn=2.50, z = -3.601, p<.05.

Table 4.5 Wilcoxon Signed Ranks Tests for Mobile Technologies Self-Efficacy

Pre Test Post N Mean Sum of Z p Test Rank Ranks Negative Ranks 0 8.00 120.00 -3.508 .000 Positive Ranks 17 .00 .00 Ties 5 Total 22

4.4. Difference in the Attitudes of EFL Instructors towards Incorporating Mobile Learning into Teaching Before and After Taking the Online Course on Mobile Technologies

The attitudes of EFL instructors towards incorporating mobile learning into teaching before taking the online course was positive considering the results of the part 4 of the questionnaire, from item 18, 19, 20, 21, 22, 23, 24, 25. Item 18 which indicated students could be taught how to use mobile devices in their learning and item 23 which indicated they would want their students to access course content and activities on mobile devices were responded positively by most of the participants (more than 80%) as presented in Table 4.6. From this point, it can be assumed that the participants believed students could be easily encouraged to use mobile devices in language learning and they would expect their students to use mobile devices for course-related issues. Apart from these, the results indicated that the participants were eager to learn how to use different mobile applications in their teaching (72.72%). Overall, before taking the online course, the participants were willing to integrate mobile technologies into their classroom teaching.

Considering the results of the post-test, it can be claimed that the participants were still willing to use different mobile technologies into their teaching. They even believed their students would benefit more if they used mobile devices in learning as the percentage to this item increased from 59% to 68.18%. Regarding the other items, their responses weighted from ‘Neutral’ to ‘Agree’ or from ‘Agree to ‘Strongly Agree’. To check whether such a slight increase was significant or not, a Wilcoxon Signed Rank test was conducted.

Table 4.6

Results of Attitudes toward Incorporating Mobile Technologies into Teaching

Items Strongly Disagree Neutral Agree Strongly Disagree Agree Pre Post Pre Post Pre Post Pre Post Pre Post

18.I believe students can be taught how 0.00 0.00 0.00 0.00 13.6 4.55 59.0 54.5 27. 27.27 to appropriately use mobile devices for 4 9 5 27 learning 19.I believe students should be able to 0.00 0.00 9.09 0.00 27.2 13.64 31.8 40.9 31. 45.45 use mobile devices as learning tools in 7 2 1 82 78

my classroom 20.I believe using mobile applications 0.00 0.00 9.09 0.00 31.8 31.82 36.3 36.3 22. 31.82 for learning in my classroom would 2 6 6 73 benefit my students 21.I think students would be more 0.00 0.00 9.09 0.00 18.1 9.09 54.5 54.5 18. 36.36 motivated to learn if they could use 8 5 5 18 mobile devices 22.Students would think it is fun to use 0.00 0.00 4.55 0.00 18.1 9.09 54.5 54.5 22. 36.36 an interactive mobile device in my 8 5 5 73 classroom 23.I would like my students to be able 4.55 0.00 0.00 0.00 9.09 0.00 50 54.5 36. 45.45 to use mobile devices to access course 5 36 content and practice skills

Table 4.6 (cont’d)

Results of Attitudes toward Incorporating Mobile Technologies into Teaching

24.I would like to learn more about 4.55 0.00 0.00 0.00 22.7 13.64 45.4 45.4 27. 40.9 mobile learning, so that can incorporate 3 5 5 27 1 it in my classroom 25.I would like to learn how to create 4.55 0.00 13.64 4.55 18.1 9.09 36.3 50 27. 27.2 mobile applications, so that I can 8 6 27 7

79 incorporate them into my lessons

A Wilcoxon Signed Ranks Test was conducted to check whether there was a significant difference in the attitudes of EFL instructors towards incorporating mobile learning into teaching before and after taking the online course on mobile technologies. The results are provided in Table 4.7. The findings showed there was a significant difference between pre-test (Mdn=2.80) and post-test results, Mdn=3.90, z = -3.640, p<.05.

Table 4.7 Wilcoxon Signed Ranks Tests for the Attitudes towards Incorporating Mobile Learning into Teaching

Pre Test Post N Mean Sum of z p Test Rank Ranks Negative Ranks 0 .00 .00 -3.640 .000 Positive Ranks 18 8.50 136.00 Ties 4 Total 22

4.5.Difference in the Perceptions related to the Usefulness and Ease of Use of Mobile Learning of EFL Instructors Before and After Taking the Online Course on Mobile Technologies

The perceptions of EFL instructors related to the usefulness and ease of use of mobile learning were positive in general in both pre and post tests. The perceptions related to the usefulness were checked through item 7,8,9,10,11,12 in the part 4 of the questionnaire. Considering the results of these items in the pre- test, it can be seen that the participants were for the idea that students should use mobile devices in language learning process and benefit mobile learning in terms of completing classroom activities, quizzes and communicating with their peers

outside class regarding the course content. As can be seen in Table 4.8, item 8, which indicated students should be able to easily view the course materials on their mobile device (86.36%) and item 10, which showed students should be able to access Educational Management Systems (e.g. Moodle) in a mobile format (86.36 %) received the most positive responses. This shows that these instructors have tendency to encourage their students to benefit mobile learning in language learning. As a learning management system was used to share classroom documents with the students in the institution where this study was conducted, it is predictable that these instructors expect their students to have access to outside class materials on mobile devices as well. The item that received the least responses from the participants was item 7, which was on incorporating mobile learning into classroom instruction (59.09%) and item 11, which was on taking quizzes on mobile device (59.09%).

Regarding the results of the post-test, it can be claimed that the participants were on the idea that mobile learning would be useful for their students in language learning process as can be seen in Table 4.8. They also stated mobile learning should be integrated into classroom instruction more since the percentage to this item increased from 59.09% to 77.27%. In terms of the other items, their responses weighted from ‘Neutral’ to ‘Agree’ or from ‘Agree to ‘Strongly Agree’. To check whether such a slight increase was significant or not, a Wilcoxon Signed Rank test was run.

Table 4.8 Results of Perceptions related to the Usefulness Items Strongly Disagree Neutral Agree Strongly Disagree Agree

Pre Post Pre Post Pre Post Pre Post Pre Post

7.Mobile learning 9.09 0.00 4.55 0.00 27.27 22.73 36.36 40.91 22.73 36.36 should be incorporated into classes 8.Students should be 4.55 0.00 0.00 0.00 9.09 4.55 45.45 50 40.91 45.45 82 able to easily view

PERCEPTIONS course materials ON (syllabus, notes, USEFULNESS assignments) on their mobile device 9.Students should be 0.00 0.00 4.55 0.00 9.09 0.00 54.55 54.55 31.82 45.45 able to download mobile applications that could help them study

Table 4.8 (cont’d) Results of Perceptions related to the Usefulness

10.Students should 4.55 0.00 0.00 0.00 9.09 0.00 45.45 54.55 40.91 45.45 be able to access Educational Management

83 Systems (e.g. Moodle) in a mobile format on their mobile device 11.Students should 4.55 0.00 9.09 0.00 27.27 18.18 36.36 40.91 22.73 40.91 be able to take quizzes on their mobile device 12.Students should 4.55 0.00 4.55 0.00 27.27 13.64 36.36 27.27 27.27 50 be able to participate in discussion forums from their mobile device

A Wilcoxon Signed Ranks Test was conducted to find out whether there was a significant difference in the perceptions related to the usefulness of mobile learning of EFL instructors before and after taking the online course on mobile technologies. As displayed in Table 4.9, the results indicated there was a significant difference between pre-test (Mdn=2.75) and post-test results, Mdn=4.00, z = -3.852, p<.05.

Table 4.9 Wilcoxon Signed Ranks Tests for the Usefulness of Mobile Learning

Pre Test Post Test N Mean Sum of z p Rank Ranks Negative Ranks 0 .00 .00 -3.852 .000 Positive Ranks 20 9.50 171.00 Ties 2 Total 22

The perceptions related to the ease of use were checked through item 13, 14, 15, 16, 17 in the part 4 of the questionnaire. The results of these items in the pre-test showed that the participants thought students could easily use the mobile applications designed and used in the classroom and language learning. As displayed in Table 4.10, item 13, indicating students would not require a lot of effort to use mobile applications used in the classroom earned the most positive response (77.27%). This shows these instructors believe their students can easily understand how to use the mobile applications they use in the classroom. The second item which received the most after item 13 is item 16 which showed with the help of mobile learning students would have a chance to learn and study in places they couldn’t normally (72.73%). Considering this item, it can be assumed that these participants think mobile learning would enable students to study in different places, encouraging the idea of mobility of learning. The item that

received the least responses from the participants was item 17; showing students would complete classwork and assignments if they could use their mobile device (54.55%).

As for the results of the post-test, it can be claimed that the participants still thought their students could easily use mobile applications in language learning process (Table 4.10). The results of the post-test indicated a slight increase in all items. Considering the all items, the responses weighted from ‘Neutral’ to ‘Agree’ or from ‘Agree to ‘Strongly Agree’. To check whether such a slight increase was significant or not, a Wilcoxon Signed Rank test was run.

Table 4.10 Results of Perceptions related to the Ease of Use Items Strongly Disagree Neutral Agree Strongly Disagree Agree Pre Post Pre Post Pre Post Pre Post Pre Post

13.It would not require a lot of 0.00 0.00 4.55 0.00 18.1 13.6 50 54.5 27.2 40.9 effort for students to learn 8 4 5 7 1 how to use a mobile application designed for my

86 class

14.Learning on a personal 0.00 0.00 0.00 0.00 36.3 22.7 31.8 40.9 31.8 36.3 PERCEPTIONS mobile device would be easy 6 3 2 1 2 6 ON EASE OF for students because they are USE already familiar with all of its functions 15.It would be easy for 4.55 0.00 4.55 0.00 22.7 13.6 45.4 50 22.7 36.3 students to engage in 3 4 5 3 6 discussions using a mobile application or website in mobile format

Table 4.10 (cont’d) Results of Perceptions related to the Ease of Use

16.Mobile learning 0.00 0.00 4.55 0.00 22.7 18.1 50 40.9 22.7 40.9 opportunities would allow 3 8 1 3 1 students to learn and study in places they couldn’t normally 17.It would be easier for 0.00 0.00 4.55 4.55 40.9 22.7 40.9 45.4 13.6 31.8 students to complete 1 3 1 5 4 2

87 classwork and assignments if

they could use their mobile device

A Wilcoxon Signed Ranks Test was conducted to examine whether there was a significant difference in the perceptions related to the ease of use of mobile learning of EFL instructors before and after taking the online course on mobile technologies. As presented in Table 4.10, the results indicated there was a significant difference between pre-test (Mdn=2.60) or post-test results, Mdn=3.80, z = -3.919, p<.05.

Table 4.11 Wilcoxon Signed Ranks Tests for the Ease of Use of Mobile Learning

Pre Test Post Test N Mean Sum of z p Rank Ranks Negative Ranks 0 .00 .00 -3.919 .000 Positive Ranks 21 10.00 190.00 Ties 1 Total 22

4.6.Difference in the Perceptions related to the Effect of Mobile Learning on Student Engagement in Learning of EFL Instructors Before and After Taking the Online Course on Mobile Technologies

The perceptions of EFL instructors related to the effect of mobile learning on student engagement were negative in general in pre-test. The perceptions related to the student engagement were checked through item 1, 2, 3, 4, 5, 6 in the part 4 of the questionnaire. Regarding the results of these items in the pre-test, it can be seen that the participants were on the idea that students would not be more likely to engage in activities related to do course outside class. For instance, item 5 indicating the students would be more likely to engage in class discussion outside of class if they could post their thoughts from their mobile device received the

least responses (18.18%) as displayed in Table 4.12.This item was followed by item 3 which stated the students would be more likely to participate in class activities outside of class time if they could do so through their mobile device (22.73%). In light of these two items, it can be claimed that these instructors thought integrating mobile learning into English language teaching would not affect their students’ engagement in outside class studies although they thought it would in classroom activities as in item 1 (63.64%) and 2 (54.54%).

However, the results of the post-test showed a positive attitude in terms of these participants’ ideas on student engagement both inside and outside class studies. To give an example, the responses for item 5 increased from 18.18% to 40.91 % and the responses for item 3 increased from 22.73% to 54.54%. Although such descriptive statistics results indicated an increase to some extent, to examine whether such an increase was significant or not, a Wilcoxon Signed Rank test was run.

Table 4.12 Results of Perceptions on Student Engagement Items Strongly Disagree Neutral Agree Strongly Disagree Agree Pre Post Pre Post Pre Post Pre Post Pre Post

1.My students 0.00 0.00 13.64 0.00 22.7 27.27 50 45.4 13. 22.73 would be more 3 5 64 likely to participate in class if they could use their mobile 90 PERCEPTIONS device ON STUDENT 2.My students 0.00 0.00 9.09 0.00 36.3 22.73 45.4 40.9 9.0 36.36 ENGAGEMENT would spend more 6 5 1 9 time on classwork if they could access materials anytime, anywhere on their mobile device

Table 4.12 (cont’d) Results of Perceptions on Student Engagement

3.My students 4.55 0.00 45.45 27.2 27.2 18.18 18.1 27.2 4.5 27.27 would be more 7 7 8 7 5 likely to participate in class activities outside of class time if they could do so

91 through their mobile

device 4.My students 0.00 0.00 9.09 0.00 50 31.82 31.8 50 9.0 18.08 would be more 2 9 likely to engage in class discussion inside of class if they could post their thoughts from their mobile device

Table 4.12 (cont’d) Results of Perceptions on Student Engagement

5.My students 13.64 4.55 45.45 22.7 22.7 31.82 13.6 22.7 4.5 18.08 would be more 3 3 4 3 5 likely to engage in class discussion outside of class if they could post their thoughts from their mobile device

92 6.My students 4.55 0.00 18.18 4.55 27.2 36.3 13.

would be more 7 6 64 likely to ask for help if they could communicate through their mobile device.

A Wilcoxon Signed Ranks Test was conducted to find out whether there was a significant difference in the perceptions related to the effect of mobile learning on student engagement in learning of EFL instructors before and after taking the online course on mobile technologies. The results are displayed in Table 4.13. The findings showed there was a significant difference between pre-test (Mdn=2.45) and post-test results, Mdn=3.90, z = -3.817, p<.05.

Table 4.13 Wilcoxon Signed Ranks Tests for the Effect of Mobile Learning on Student Engagement Pre Test Post N Mean Sum of Z p Test Rank Ranks Negative Ranks 0 .00 .00 -3.817 .000 Positive Ranks 20 9.50 171.00 Ties 2 Total 22

4.7. The Extent to Which EFL Instructors Use the Target Mobile Applications in Teaching After the Completion of the Online Course

To collect data on to what extent EFL instructors use the mobile applications they studied in the online course they had attended, the teaching of three instructors was observed in their classes by the researcher. The researcher was non- participant observer during the classroom observations. She used a classroom observation form which prioritized the integration of mobile applications into teaching. The classroom observation form was prepared by the researcher and highlighted how often the mobile applications were used and how they were used to address students’ needs. The classroom observations were analyzed according to the questions in the form (see Appendix B) by doing content analysis through

topic coding. The themes arisen from the content analysis were presented in Figure 4.1.

Pedagogy

Teacher 1. Integration Number of Preparedness of Mobile Applications Applications

Experience

ICT Knowledge

2. Technical Issues

Classroom Management Experience

Figure 4.1. Themes from Classroom Observations

The mobile applications used in the observed lessons were Plickers, Padlet and Quizlet. The instructors also used whiteboard, projector and their laptops during the lessons. While teaching, the instructors used mobile applications to access, present and process the information included in the lesson. For example,

instructor A used Plickers as part of vocabulary teaching before while-reading stage in the lesson. She presented unknown words through Plickers. She asked students to guess the meaning of six unknown words from the text by using that application. Instructor B used Quizlet to revise the vocabulary she taught earlier. Instructor C used Padlet to help students create mindmap about the topic of the lesson.

Throughout the observed lessons, all instructors tried to teach in a more student- centred fashion. Namely, the classroom activities were designed in a student- centred way. For example, while teaching vocabulary or creating mindmap, through the use of technology, students were actively engaged in the lessons, which indicates the enhanced student involvement in learning and teaching processes. In this way, the students were active participants rather than being passive.

In terms of the frequency of the use of mobile applications, the applications were used at around 30% of the 50 min lessons. While using the applications, the instructors seemed confident except instructor C, who had rarely integrated the use of technology into her teaching before. When the instructors asked students to use their mobile devices to access the applications while setting the task, they all gave very clear instructions and guided students effectively. When students had difficulty, all the instructors helped them confidently.

As for the preparation of the instructors before the observed lessons, instructor B put a lot of effort to design a good technology-enhanced lesson. During the observation, it was also clear that as she prepared well, she could easily manage any problems which arouse from the use of technology in the lesson. For instance, while using Quizlet, students could not connect to the Internet at first and they started to talk to each other. In this case, the instructor waited for them patiently

and could draw their attention to the lesson easily back, which might also be the result of being a 12-year experienced teacher.

Regarding the observed lessons overall, all of the instructors were well-prepared and it was clear that they enjoyed the integration of mobile applications into their teaching. However, they sometimes had difficulty trying to control classroom and teach through technology.

4.8. EFL Instructors’ views related to the Characteristics of the Mobile Technologies Course They Attended

To gather data related to the views of the instructors who took the course on the characteristics of the online course, semi-structured interviews were conducted to 3 instructors who took the online course. The interview included five questions, all of which focused on the different aspects of this online course. (see Appendix C ). While analysing the interview results, topic coding was used and some themes were derived from the qualitative data as can be seen in Figure 4.2. The answers given to the questions on the interview schedule by three volunteer instructors are presented below.

Variety

Guidance Userfriendly

Positive Sides

Peer Structured Observation Feedback

Negative Sides

Figure 4.2. Themes from Interviews

When the interview results were analyzed through content analysis, two main themes were derived, which were the positive and negative sides of the course.

4.8.1.Positive Sides

This main theme was grouped as the following sub-themes: the variety of the tools presented in the course, guidance received though written documents and the course being userfriendly. In general, all 5 instructors stated they liked most

of the things provided in the course but they liked especially the variety of the mobile applications presented in the course as stated by 4 instructors. Instructor A stated,

I really liked everything about this online course. I learnt a lot about mobile technologies. I have always been interested in integrating technology into my lessons. However, I did not know that there were so many different ways to do it.

Another thing they really liked in the course was the guidelines and video tutorials provided in the course. They stated the instructions and explanations were straightforward, which helped them understand how to use the relevant mobile applications effectively. To this end, instructor C stated,

Now, I feel more confident when I want to use mobile technologies in class. Moreover, even though it was an online course, I did not have any difficulty while registering and using the mobile technologies.

Instructor B voiced that,

I found the explanations clear and concise. Since there were not only pictures but also videos of using these mobile technologies, it was very easy to follow step by step.

4.8.2.Negative Sides

This main theme was grouped as having a chance to do peer oobservation and receiving structured feedback from the researcher on the notes taken during class observations.

Regarding negative sides of this online course, as most of them were very pleased to have taken this course, they couldn’t specifically point out any points they did

not like. However, two instructors stated it would be nice to receive feedback right after the classroom observation. Instructor C stated,

I do not want to say that I did not like a specific part of it. I found this course very useful in general. However, I believe it would be nice to receive feedback after classroom observations.

Instructor A explained this point by stating,

If you ask me, I would say the observed lesson went pretty well; however, maybe I could have done better or maybe I could have integrated another… a better application or … a website in that specific lesson.

The results of the interview also indicated that theparticipants did not find anything specific problematic for them during the course. They highlighted that it was nice to have clear guidelines and video tutorials. However, one instructor stated a sample video recorded in a class where any mobile applications were used effectively could have been added to the online course so that they could have a chance to see the actual delivery of the technology-enhanced classrooms.

This instructor stated,

I do not want to say it was problematic or challenging but I think it would be better if there were some sample classroom videos so that we would have the opportunity to see how to use these mobile technologies in real life.

Instructor B supported this point by stating,

I believe knowing how to use mobile technologies does not necessarily mean that I can use them in class in any kind of lesson. So, it would be nice to see some samples in order to have an idea before the observations. Also, as I already mentioned, it would also be nice to receive feedback after the observed lesson.

As a solution to the problem experienced since the challenge they faced was on providing sample classroom videos, they all stated some classroom video would be integrated into the online course. Moreover, one instructor stated it would also be great if they had a chance to observe the lessons of their colleagues who took the online course.

Instructor A voiced that,

It is just my suggestion to include some sample lesson videos in this online course.

Instructor C stated,

It would also be nice to have an opportunity to observe each other’s lessons, maybe at least one.

Although the instructors indicated they had such challenges during the onlime course, they stated they would not change or no change in this course. They all agreed that the content of the course should not be changed in the future as it was very useful for them. However, some of them stated one module could be added to the course to observe each other’s lessons and the course should include sample classroom videos.

Instructor A voiced that,

I would not change the content of it because I found everything very useful. If I had a problem understanding what was written in the pdf files regarding the use of the mobile technologies, I was able to understand it by watching the video.

Instructor B stated,

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Once again, I would provide the instructors with some sample videos right before the observations to help them prepare their own lessons. Regarding all these points, it can be claimed that all the instructors were pleased with the course content and the variety of the mobile applications offered in the online course. They were also very happy to be provided with clear guidelines and video tutorials on how to use the target mobile applications. However, the major concern they had in the online course was the fact that they had not been provided with any sample classroom video including the use of any mobile applications.

4.9. Summary of Results

The aim of this study was to explore the effects of an online course designed on Mobile Technologies on the use of ICT skills, attitudes and views of EFL Instructors. To this end, both quantative and qualitative data were collected by the researchers through a questionnaire, classroom observation and semi- structured interview.

The findings of this study suggest that the online course on mobile technologies had a positive impact on the use of ICT skills and views of EFL instructors in general. When the results are examined in details for each dependent variable in this study, it can be conveyed that the results of the questionnaire used as pre and post tests indicated the instructors were more eager to integrate mobile technologies into their teaching and they felt themselves more confident in using mobile applications in teaching compared to how they had felt before taking this online course. Besides, they felt the integration of mobile Technologies into teaching and learning process was useful for student learning; however, as for student engagement, these instructors stated it was more effective in outside class activities rather than in-class exercises.

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Considering how the instructors use mobile applications provided in this online course, the results claim that they can manage teaching and learning process in the class through integrating mobile learning into in-class teaching better. Finally, the instructors stated this online course was useful and helpful for them as they were provided with a variety of mobile applications together with clear quidelines and video tutorials. However, they claimed it would have been much better if they had an opportunity to observe their colleagues’ lessons and to get feedback right after the classroom observation.

In short, attending the Mobile Technologies Course delivered online was very beneficial and effective for the instructors in that it helped them to develop their skills on the use of mobile Technologies in English Language teaching.

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CHAPTER 5

DISCUSSIONS, IMPLICATIONS, RECOMMENDATIONS AND CONCLUSION

This chapter presents the discussion of the research findings obtained from the results, implications and recommendations for practice and future research. There were eight research questions in this study. The results of each research question were discussed in relation to previous studies.

The main aim of this study was to develop a mobile technologies course delivered online and explore the effects of this online course designed on Mobile Technologies on the use of ICT skills, attitudes and views of EFL Instructors.The study also investigated EFL instructors’ opinions about the characteristics of the online course they have taken.

The research questions of this study shape the discussion of the research findings. The discussion provides the summary of the results first and then the comparison of these findings with the previous studies.

The first research question tried to find out the needs of EFL instructors so as to develop the mobile technologies course. The results revealed that although they had some experience in the use of mobile technologies, they did not use mobile technologies widely. In order to design a training program, needs analysis plays a crucial role as stated in many studies in literature because needs analysis is an important means of conducting research prior to designing and evaluating lessons/materials/syllabuses and it helps draw a profile of participants/course in order to determine and prioritize the needs of them (Richards et al, 1992). For

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instance, The Commonwealth of Australia (2000) states when professional development is determined and implemented to meet the needs of the students and teachers, it becomes more fruitful and effective. Alldhali (2002), conducted a study to design a training program on educational technology for female science teachers considering their needs. The results of the needs analysis indicated these teachers need training on computer, the Internet and virtual reality. Another study by Unal and Ozturk (2012) revealed that the ICT training provided in the context was ineffective as it lacked real needs of the participants like the pedagogical aspects of technology integration. As Veen (1993) suggested a training program should be designed based on the participants’ needs rather than being “one size fits all”.

The second research question of this study tried to find out the difference in the mobile acceptance level of the EFL instructors before and after taking the online course. The mobile acceptance level of EFL instructors were analyzed in terms of 4 constructors which are Performance Expectancy (PE), Effort Expectancy (EE), Personal Innovativeness (PInn) and Behavioral Intention (BI).

At the beginning of the study, the majority of the instructors showed a positive tendency regarding Performance Expectancy (PE), Personal Innovativeness (PInn) and Behavioral Intention (BI) as they thought integrating mobile technologies into their teaching would increase their teaching productivity and they were eager to use new mobile technologies in their teaching. However, as for Effort Expectancy (EE), the instructors presented a negative tendency as they stated M-learning requires some effort to be used. Considering the results of the post-test in terms of each construct, there was a slight increase in each area but whether such an increase was significant or not was checked through the Wilcoxon Signed Rank Test. The results of this non-parametric test were aligned with the findings of descriptive statistics and such a difference was significant in each construct. This may be the indication that the online course had a positive

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effect on the instructors’ mobile acceptance level. As the literature related to the effect of taking an online course designed on mobile technologies on mobile acceptance level is very limited, it was not possible to make comparisons with similar studies in terms of the increase in mobile acceptance level since mobile acceptance level has mostly been used to develop a new course by examining which construct of mobile acceptance level is more effective. However, the results could be compared with the studies on the integration mobile acceptance level through (TAM) and (UTAUT).

As in the study of Venkatesh et al., 2003, the UTAUT could explain about 70% of variance in the intention of taking a course on different technologies. Moreover, this model offers different useful tools for managers and teachers, which would enable them to assess the use of the new technology (Ibrahim and Jaafar, 2011). In another study Agarwal and Prasad (1998) highlighted that if people are eager to try out new technologies, they can become the change agents in an organization. As the instructors who have taken the online course in this study stated they would like to try using different tools while teaching English, they could be the ones who may influence the other instructors to integrate technology into English language teaching.

In this study, as there was a positive change in the acceptance level of the instructors, it could be claimed that each area in the mobile acceptance level could have positive effect. This result is consistent with other studies on technology acceptance as Performance Expectancy (PE) and Effort Expectancy (EE) have been found to affect behavioural intention while using M-learning positively (Vankatesh et al., 2003; Jairak, Praneetpolgrang and Mekhabunchij, 2009; Wang, Wu and Wang, 2009). However, in some other studies only Effort Expectancy (EE) was found to significantly affect the use of M-learning (Wang, Wu and Wang 2009; Liu, Li and Carlsson, 2010; Chong et al., 2011).

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The third research question in this study tried to find out whether there was a significant difference in the mobile technologies self-efficacy of EFL instructors before and after taking the online course. The results related to the self-efficacy of the instructors showed a positive tendency in both pre and post-tests. At the beginning of the course, the EFL instructors mostly stated they would feel themselves more comfortable if there was anyone to help them, which shows they somehow lacked self-confidence before taking the online course. However, in the post-test the responses to that item indicated a slight decrease, which might result from the feeling more comfortable and flexible after taking the online course.

These are aligned with some studies in the literature. As in the study of Dexter, Anderson and Becker (1995) teachers need to know how and why to use technology meaningfully. In this current study, the instructors expected guidance from the researcher at the beginning of the course although they were provided with video tutorials and guidelines for each application in the course. Having completed the course, their expectation has changed to some extent and as they were provided with adequate guidance throughout the course, they were more comfortable about the use of target mobile applications. To this end, Yıldırım (2000) also suggested the best way to encourage teachers to use the new technologies is to enhance their competency level in the use of technology.

In another study, Ertmer et al. (2003) found out that when the teachers know more about the technology, they believe they could be more successful in using technology while teaching. Besides, if teachers have high self-efficacy on teaching through technology, they participate in technology- driven activities more willingly, which is directly aligned with the results of this current study. Since the instructors had somehow high level self-efficacy, they could handle the activities the online course required effectively. As Chao (2003) also highlighted, self-efficacy could provide the successful use of new technologies in the classroom.

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The fourth research question in this study aimed to check if there was a significant difference on the attitudes of EFL instructors towards incorporating mobile learning into teaching before taking the online course. The results in both pre- post tests for this dependent variable in the questionnaire were positive. This might mean that the instructors think students could be taught how to use mobile devices in their learning and they would want their students to access course content and activities on mobile devices. From this point, it can be assumed that the participants believed students could be easily encouraged to use mobile devices in language learning and they would expect their students to use mobile devices for course-related issues. Overall, before and also after taking the online course, the participants were willing to integrate mobile technologies into their classroom teaching. After going through the online course, they were more eager to take incorporate mobile learning into their teaching and they stated their students would benefit more the lessons designed through mobile applications.

As the instructors in this current study are on the opinion that mobile learning should be integrated into learning and teaching, there are many studies on the use of mobile technologies to enhance learning and teaching in school environment (Hung et al., 2013). The results of such studies showed that mobile learning can integrate real world and digital world resources to improve the learning achievement and reduce cognitive load. (Hung et al., 2013; Hwang et al., 2013). In a study conducted in the US by Jayachandran (2009), technology was tried to be integrated into teaching by two pre-service teachers. The results indicated these teachers were more willing to integrate technology into their teaching, by looking for different technologies for classroom teaching. In terms of teachers’ attitudes towards technology use in teaching and learning, the results of Ince’s study (2015) showed many teachers think blended learning might affect English language teaching in positive way. Moreover, in Güneş’s study (2015), similar results were conveyed. The findings of the study indicated teachers have positive

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attitudes toward using computer technology in their teaching experience. Likewise, in Karakaya (2010)‘s study, the findings revealed that a great majority of teachers attribute positive remarks for integrating technology in language teaching. On the other hand, there are also some studies which show going through an online course do not have an effect on teachers’ attitudes and self- efficacy levels. Özdemir’s study (2013) revealed that the treatment, here it is the online educational technology course on Moodle, did not have a significant impact on the attitudes and self-efficacy of the pre-service teachers about using computer technologies but it had a significant impact on the computer literacy of pre-service teachers towards computers.

The fifth research question focused on checking if there was a significant difference in the perceptions related to the usefulness and ease of use of mobile learning of EFL instructors before and after taking the online course. The results related to the perceptions of EFL instructors on the usefulness and ease of use of mobile learning were positive overall in both pre and post tests. In terms of the perceptions on the usefulness, it could be assumed that the instructors think students should use mobile devices in language learning process and benefit mobile learning in terms of completing classroom activities, quizzes and communicating with their peers outside class regarding the course content, which may suggest that these instructors have tendency to encourage their students to benefit mobile learning in language learning. Regarding the results of the post- test, it can be claimed that these instructors believe that mobile learning would be useful for their students in language learning process.

The findings on the perceptions related to the ease of use also indicated that the instructors think students could easily use the mobile applications designed and used in the classroom and language learning. Besides, these instructors believe

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their students can easily understand how to use the mobile applications they use in the classroom. In addition to these, the instructors think mobile learning would enable students to study in different places, encouraging the idea of mobility of learning.

Such results are aligned with some studies in the literature in terms of being beneficial for student learning. A study conducted by Song (2008), indicated that mobile learning could improve the participants’ vocabulary learning. In another study by Pei-Lin and Chiu-Jung (2015) showed that phrase learning mobile phones developed the performance of the participants significantly. The study by Cavus and Ibrahim (2009) revealed that the target words could be easily learned thanks to an SMS system. There are also some studies, which contradict with the studies in the literature. To give an example, a study conducted by Stockwell (2007) indicated vocabulary learning through mobile devices did not have a significant effect on students’ achievement.

The sixth research question in this study tried to examine if there was a significant difference in the perceptions related to the effect of mobile learning on student engagement in learning of EFL instructors before and after taking the online course, the results of which showed a significant difference in the comparison of the results of pre and post tests. In contrast to the findings of the previous research questions, the perceptions of EFL instructors related to the effect of mobile learning on student engagement were negative in general in the pre-test. The instructors think that integrating mobile applications on outside class studies would not affect student engagement positively or it would not change their attitudes. However, they think the use of mobile applications in class would affect student engagement positively. That idea might stem from the belief that if students want to study outside class, they will do anyway. Outside class studying depends mostly on student willingness and motivation to study.

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The study carried out by Vallance and Martin (2008) indicated that design courses through technology supported and improved learning in classes, suggesting increased classroom engagement in learning. In another study by Stansberry and Kymes (2007), some teachers appreciated the use of technology in teaching by stating technology use could turn the classroom into a dynamic place, where students are actively involved in learning process. In other studies by Al-Fahad (2009); Wang, et al. (2009); and Rogers, et al. (2010), in a lesson designed through the effective use of technology, students are more active in the learning process and more engaged in classroom activities. In terms of the increased in class engagement, Guenther et al. (2008) and Wyatt et al (2010) highlighted the enhanced collaboration among students in classes though mobile learning. Finally, Botzer and Yerushalmy (2007) stated that the mobility of learning environment and ease of use of the application enhanced the student engagement in the learning process.

The seventh research question tried to find out to what extent EFL instructors use the mobile applications they studied in the online course they had attended. Regarding the observed lessons in general, all of the instructors were well- prepared and it was clear that they could incorporate the mobile applications into their teaching. However, they sometimes had difficulty trying to control classroom and teach through technology. While using the applications, the instructors were mostly confident and could guide their students effectively, which indicates the positive effect of taking the online course. In terms of student learning, students were actively involved and there was enhanced student involvement in the lessons with the help of the use of mobile applications. Such results are consistent with some earlier findings in the literature. The study conducted by Dexter, Anderson and Becker (1995) pointed out that when instructors have positive attitudes towards technology integration in English Language Teaching, more effective results in terms of English teaching will be observed, which is the similar case in the current study. Considering that these

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instructors had positive attitudes towards incorporating mobile technologies into teaching in the pre and post tests, they could teach effectively in the observed lessons. Furthermore, Ibrahim (2010) pointed out that the use of new technologies play a key role in language teaching and learning as it contributes the field of education in terms of the way teachers teach and the content. As the observed lessons in this current study indicated more student-centred teaching and learning, this is confirmed by the literature stating the use of emerging technologies transforms the design of the lessons from teacher-centered to more student- centered (Matzen & Edmunds, 2007; Mumtaz, 2000; Snoeyink & Ertmer, 2001; Warschauer & Kern, 2000). What is more, it enables teachers to individualize the classroom instruction and make the lessons more student-centred as well (Lee, 2010).

The eighth research question focuses on the views of the instructors who took the course on the characteristics of the online course. The results revealed that attending the Mobile Technologies Course that was delivered online was very beneficial and effective for them in that it helped them to develop their skills on the use of mobile Technologies in English Language teaching.

Regarding all the questions in the interview, the instructors stated they liked the variety of the mobile applications presented in the course and the guidelines and video tutorials provided on Moodle. They all also agreed that the content of the course should not be changed in the future as it was very useful for them. However, they stated it would be nice to receive feedback right after the classroom observation and they could have been given a chance to see the actual delivery of the technology-enhanced classrooms by adding a sample video lesson on Moodle and they could have observed each other’s lessons as well.

Aligned with this study, there are some studies which suggested the similar results. In a study carried out by Byous (2007) the experiences of high school

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language art teachers on technology integration after taking a technology course were investigated. The results suggested receiving such a course was effective for technology implementation and respectively affected in-class integration positively. To this end, Brennan (1991) put forward teacher attitudes towards technology use could be enhanced by providing training as in the case in this current study. Lawless and Pellegrini (2007) also stressed out that efficient training could be provided to help teacher benefit the use of technology at most. In another study by Gilmore (1995), the findings showed that technology training has a key role in teacher development.

5.1. Implications for Practice

When the foreign language learners are regarded in this century, who are digital natives, the integration of technology into learning and teaching is a requirement so as to meet the learners’ needs better. Therefore, English language instructors, researchers and material designers should try to incorporate different technological tools into the courses or the materials. As regards with this point, curriculum design and assessment could also be based on technology integration.

This study promises skills considering digital technologies that should be a part of any curriculum. With the help of technology integration, more student-centred language curriculum could be developed. This implication results in the needs of language teachers competent in technology enhanced teaching. To this end, technology courses could be integrated into the curriculum of English Language Teaching Departments in Turkey. When pre-service teachers study in their departments, they could be offered technology courses focusing on mobile learning and the integration of mobile applications or digital tools into teaching process to enhance student learning.

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After taking the online course, these instructors were more willing to use mobile technologies in their classroom teaching and they felt mobile learning would be useful for their students in language learning process. From this point, a kind of misunderstanding that many instructors may refrain from the use of technology because they don’t like could be fixed as in fact, they want to use the technology in teaching but they may feel they are not competent enough. In terms of the fact that they find mobile learning useful for students, it can be suggested that the incorporation of mobile learning into English language courses should be encouraged more as students are offered to further outside class materials and more quality time is spent in class as students are being active learners.

As regards with the findings of the classroom observations conducted when the instructors completed the online course, the instructors were confident and competent in using technology in their classes. They could benefit mobile learning to design more student-centred lessons. Based on this result, it could be recommended that with a structured technology training course in which mobile applications or ICT tools are presented with for which skill to be used, instructors might design a technology-enhanced lesson which increases student involvement in teaching and learning processes. Considering the interview results, it could be claimed that all the instructors were delighted with the online course content, the variety of the mobile applications presented and the guidelines and video tutorials. However, their major concern was that they could have been provided with a sample technology-enhanced classroom video in the online course. When the findings of this study are scrutinized overall, it could be assumed that the instructors are aware of the fact that nowadays the foreign language learners are digital natives who are born with technology. Thus, the use of technology and mobile devices is an indispensable part of their daily-lives. In order to reach them more and meet their needs better, the instructors feel mobile learning should somehow be integrated into their learning process. Therefore, the institutions could try to provide technology courses for teachers to increase teaching and

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learning efficiency. On the other hand, there are also things to consider before offering such a course in institutions. The first and utmost important point is the readiness of the teachers and their mobile technologies acceptance level. Hence, the institutional context and teachers’ background should be taken into consideration.

As the results of this study suggest, the student involvement increases and they become active learners when their learning environment is arranged through mobile learning. Regarding this point, Blasszauer (2001) pointed out that as teachers we should adapt our teaching methods in relation to the needs and characteristics of the learners. In this way, we could help learners become lifelong learners. Apart from all these, the online technology course in this current study took 5 weeks and now the participants do not continue any other courses on technology. At this point, it can be highlighted that technology courses should be ongoing to be successful (Northrup & Little, 1996).

Finally, the instructors were those who volunteered to take the online course on mobile technologies. They are not normally provided with ICT courses for their professional development in the institution. Their use of mobile applications in teaching now may not reflect the effective use of technology across the institution. Hence, the other instructors could also be offered to this course as part of their professional development process. Samuel and Bakar (2006) put forward to benefit technology use fully, it is of importance to have the full cooperation with the school administration and offer ongoing training so as to update teachers’ ICT skills.

5.2. Implications for Further Research

In this study, the mobile technologies level of EFL instructors was investigated

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in terms of its effect on the online course overall. There is no information regarding which construct is more effective. However, for future studies, the mobile technologies level could be explored regarding its different constructs and which affects the most. That’s to say, the constructs could be compared within each other.

Considering the workload of the instructors in this study, the online course was designed for 6 weeks to make attending this course less challenging for them. However, as there are two sections in some weeks in this course, they could be distributed to other weeks and the course could take 8 or 10 weeks by reducing the number of applications presented in each week.

In this study, the observation was conducted only after completing the online course. However, before starting to take the online course, the instructors could also be observed. Hence, in the future studies, the instructors might be observed before taking the online course to have a chance to compare and see the difference in to what extent they are using the mobile applications before and after taking the online course.

At the end of the online course, some participants were observed after completing the 6-week course. However, there is no information regarding how much these instructors are using or are able to use the target applications in their classes. Thus, some follow-up observations could be done in the further researches.

Furthermore, although the instructors were delighted with the online course in general, they stated they could have been provided with a sample technology- enhanced classroom video in the course. Hence, such a course could be designed in the future by including a sample classroom video in which technology is effectively integrated. Moreover, the instructors in this study also stated they could have a chance to observe each other’s lessons while embedding technology

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into their classes. To this end, one or two weeks more could be added to such a course and the instructors could have an opportunity to observe at least one or two colleagues while using mobile technologies in their teaching.

This study was designed regarding the needs of the instructors in the institution. Thus, the results might be context specific. However, the same online course could be offered to some other EFL-instructors in Turkey to see if there are any differences in terms of the results. In fact, the results could even be compared in state and privately funded universities.

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APPENDICES

A. Mobile Technologies Questionnaire

The Use of Mobile Technologies in Foreign Language Education

This questionnaire that you are going to respond is about English Language teachers’ acceptance, perceptions and use of mobile technologies in teaching. Please respond to each statement that represents our idea best. This will take approximately 20 minutes. Please try to complete the questions in this questionnaire. Thanks for your cooperation. Ozlem Zengin PART I 1. Do you use an e-learning system (all forms of electronically supported learning and teaching include Web-based learning, computer-based learning)

1. Yes 2. No 2. How would you describe your learning experince via computer and internet? 1. Very Poor 2. Poor 3. Moderate 4. Good 5. Very Good 3. Experience using mobile devices

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Never Less than 1-3 More than 3 1 year years years

Mobile Phone

PDA (personal digital asistant e.g. smarphone, Ipad, etc)

Tablet PC

4. Frequency of using mobile services (daily bases)

Never 1-5 5-10 More than 10 Messaging

Internet Browsing

Games/ Music PDAs

Learning/ Education

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5. Do you use an M-learning system in your teaching? (e.g, Kahoot) 1. Yes 2. No Please list the applications that you use. ______6. How would you rate your skills of mobile applications use? 1. Very Poor 2. Poor 3. Moderate 4. Good 5. Very Good

PART II On a scale of 1-5 indicate with an X how strongly you agree or disagree with each of the following statements

Strongly Disagree Neither Agree Strongly Disagree Agree nor Agree Disagree

1. 2. 3. 4. 5.

1 2 3 4 5 1. I find M-learning useful for my teaching.

2. Using M-learning would enable me to achieve learning tasks more quickly.

3. Using M-learning in my studies would not increase my teaching productivity

4. M-learning could improve my collaboration with colleagues

5. Using M-learningwould not improve my performance in my teaching

6. I would find an M-learning system flexible and easy to use.

7. Learning to operate an M-learning learning system does not require much effort

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8. My interaction with an M-learning system would be clear and understandable

9. It would be easy for me to become skillful at using an M- learning system

10. I like to experiment with new information technologies

11. When I hear about a new information technology, I look forward to examining it

12. Among my colleagues, I am usually the first to try out a new innovation in technology

13. I plan to use M-learning in my teaching

14. I predict that I will use M-learning frequently

15. I intend to increase my use of M-learning services in the future

16. I will enjoy using M-learning systems.

17. I would recommend others to use M-learning systems.

PART III 1. The motives of general mobile phone/smartphone use are categorized as below. Please indicate your motivation level for each category between 1(lowest)- 10(highest) considering your priority.

THE MOTIVES OF MOBILE PHONE 1 2 3 4 5 6 7 8 9 10 USE

For Communication & Interaction

For Getting/ Searching Information

For Tools & Productivity (calendar, notes, flashlight, alarms)

For Entertainment

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For Educational (academic) Purposes

2. Please indicate how much you agree or disagree with each statement.

MOBILE PHONE SELF-EFFICACY 1 2 3 4 5 Strongly Disagree Neither Agree Strongly Disagree Agree Agree nor Disagree

I could complete a task using mobile phone...... 1. If there was no one around to tell me what to do as I go

2. If I had seen someone else demonstrate how it could be used

3. If I could call someone to help if I got stuck

4. If I had a lot of time to complete the job

5. If I had just built in help facility for assistance

3. Below is the list of types of applications for mobile phones. Please indicate the ones that you use for academic purposes.

Linoit Mindmeister Tagul Quiver Socrative Quiz Socket Padlet Buble.us Quizlet Tinkercard Quizzez Storyboard.that Glogster Wordle Aurasma Kahoot Infuse Animoto Learning Qr Code Edmodo Voicethread Thinglink Doodle Knowmia Plickers Studyblue Storybird Layar MONDLY AR

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PART IV

Please answer the following questions using the scale below.

Strongly Disagree Neutral Agree Strongly Disagree Agree

1. 2. 3. 4. 5.

1 2 3 4 5 1.My students would be more likely to participate in class if they could use their mobile device 2.My students would spend more time on classwork if they could access materials anytime, anywhere on their mobile device 3.My students would be more likely to participate in class activities outside of class time if they could do so through their mobile device 4.My students would be more likely to engage in class discussion inside of class if they could post their thoughts from their mobile device 5.My students would be more likely to engage in class discussion outside of class if they could post their thoughts from their mobile device 6.My students would be more likely to ask for help if they could communicate through their mobile device. 7.Mobile learning should be incorporated into classes 8.Students should be able to easily view course materials (syllabus, notes, assignments) on their mobile device 9.Students should be able to download mobile applications that could help them study 10.Students should be able to access Educational Management Systems (e.g. Moodle) in a mobile format on their mobile device 11.Students should be able to take quizzes on their mobile device 12.Students should be able to participate in discussion forums from their mobile device 13.It would not require a lot of effort for students to learn how to use a mobile application designed for my class 14.Learning on a personal mobile device would be easy for 135

students because they are already familiar with all of its functions 15.It would be easy for students to engage in discussions using a mobile application or website in mobile format 16.Mobile learning opportunities would allow students to learn and study in places they couldn’t normally 17.It would be easier for students to complete classwork and assignments if they could use their mobile device 18.I believe students can be taught how to appropriately use mobile devices for learning 19.I believe students should be able to use mobile devices as learning tools in my classroom 20.I believe using mobile applications for learning in my classroom would benefit my students 21.I think students would be more motivated to learn if they could use mobile devices 22.Students would think it is fun to use an interactive mobile device in my classroom 23.I would like my students to be able to use mobile devices to access course content and practice skills 24.I would like to learn more about mobile learning, so that can incorporate it in my classroom 25.I would like to learn how to create mobile applications, so that I can incorporate them into my lessons

THANK YOU 

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B. Classroom Observation Tool

Classroom Observation Tool Teacher: Lesson Type: Aim of the lesson: Length of the lesson: Date:

1. What technology-methods were used during the lesson? •Acquire/access information •Process information •Produce/present/communicate information? 2. What technology hardware and software was used during the lesson? 3. What applications were used? Linoit Meindster Tagul Quiver Socrative Quiz Socket Padlet Buble.us Quizlet Tinkercard Quizzez Storyboard.that Glogster Wordle Aurasma Kahoot Infuse Animoto Learning

4. How often were the following applications used? Applications How frequents were they used? to be used Linoit Padlet Glogster Meindster Buble.us Wordle Tagul Quizlet Aurasma Quiver Tinkercard Kahoot Socrative

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Quizzez Infuse Learning Quiz Socket Storyboard.that Animoto

5. How did the teacher respond to students learning needs relating to the use of technology during the class? 6. In what way(s) did the teacher seem to have prepared for the use of technology during instruction?

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B. Interview Schedule

1. What did you like the most in the online course? Why?

2. What did you like the least in the online course?Why?

3. What do you think was problematic or challenging for you about the online

traning course? Why?

4. How do you think the challenges or problems could be overcome in the

future?

5. Would you change anything in the course? Why/ Why not.

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C. Participant Consent Form

The name of the researcher: Özlem Zengin The Affiliation: Bilkent University School of English Language The Effects of An Online Course designed on Mobile Technologies on the Use of ICT Skills, Attitudes and Views of EFL Instructors This study aims to design an Online course on Mobile Technologies for EFL instructors and to examine the effects of this Online course on EFL instructors’ use of mobile technologies, their attitudes and views towards mobile technologies. The general aim of the study is to train EFL instructors on Mobile technologies in language teaching and make them comfortable while using different mobile applications .The study also aims to inspire and encourage EFL instructors to integrate technology into teaching English through technology. As part of this study, questionnaires, classroom observations and semi- structured interviews will be administered to the participants. Participation in this study is voluntary. If you agree to take part in this study, the information you give in this questionnaire and/or interviews may be used in the study. Moreover, without sharing the names of the participants, the results of the analysis may be presented in any national or international scientific conferences as part of this work. Your names and the information will be kept confidential and will not be shared with any third parties. If you agree to participate in this study, please write your name in the space below and sign. Thank you for your co-operation.

If you have any further questions regarding this study, please feel free to contact the researcher with the following contact information: Özlem ZENGİN Bilkent Universtity School of English Language N Building A 204 Tel no: 05057670498 E-mail: [email protected]

I have been informed about the aim of this research study and I volunteer to participate in this study by confirming I am over 18 years old. Name:______Signature: ______Date:______

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D. Online Course Overview with Objectives

COURSE OVERVIEW MOBILE TECHNOLOGIES COURSE OUTLINE AND ITS SYLLABUS

Course Description: This course introduces the selection and use of mobile technologies in the language classroom with special emphasis on English Language Teaching. The participants will learn how to integrate appropriate mobile technologies into their classroom instruction to enhance language learning. The course will also provide EFL instructors with hands-on experience with integrating mobile technologies into classroom. Course Objectives: ‘Mobile Technologies for English Language Instructors’ is an introductory course designed to train English Language Instructors in the preparatory program at a private university in the practical applications of mobile technologies for classroom. In this course, the use of mobile applications and some Web 2.0 tools will be covered. At the end of the course, the participants will create a lesson plan including some of the mobile technologies they have been presented and will be observed.

The general objectives of this course are as follows: At the end of this training program, the participants will be able to: 1. identify the reasons to integrate learning technologies into their teaching 2. select the appropriate learning technologies to apply in relevant language skills 3. create a 50 mins. lesson plan including one of the learning technologies presented.

Delivery of the Course: This course will be delivered online through Moodle. The main page of Moodle is divided into different sections according to the theme of each week. The course will start with the introduction of Moodle and the presenting the course objectives and expectations from the participants. Each week, participants are required to check the relevant guidelines and watch the video tutorials. To increase the interaction among the participants, Moodle Forum will be used to discuss some topics initiated by the reseacrher and sometimes to give feedback to their colleagues about the activities they design.

Evaluation of the Course: At the end of each week, the participants will be asked to get involved in discussions initiated by the researcher on Moodle page through Forum. At the end of the course, the participants are required to design a 50 min 141

technology-enhanced lesson and will be observed by the researcher. Besides, with some participants, a semi-structured interview will be conducted to get the feedback on the delivery of the course and course content.

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WEEKS THEMES GOALS WHAT TO DO HOW TO DO TO BE Course Introduction  To get  Moodle Participants are required UPLOAD  Moodle as LMS familiar with Forum to ED introduction with the 1. read the relevant BEFORE  Why ICT in online course documents on teaching English? platform Moodle  ISTE Standards  Teacher MOODLE Competencies  To understand the reasons to 143  Teaching and Assessing 21st integrate Century Skills technology into teaching 

WEEK 1 Mobile Mindmapping  To understand  Moodle Participants are required  Linoit what these Forum to  Padlet tools are by  Designing 1. read the relevant  Glogster checking the one activity guidelines and  Meindmeister guidelines answer the  Buble.us and video questions on tutorials Moodle forum  To prepare an initiated by the activity using researcher. these tools 2. watch the online tutorials 3. design an 144 activity and share it on Moodle Vocabulary Study  Wordle  Tagul  Quizlet  Studyblue

WEEK 2 Augmented Reality  To understand  Moodle Participants are required  Aurasma what these Forum to  Quiver tools are by  Designing  LayAR one activity

 Tinkercard checking the  Peer 1. read the relevant guidelines Feedback guidelines and and video answer the tutorials questions on

QR Codes  To prepare an Moodle forum activity using initiated by the  PLICKERS these tools researcher.  Qr code 2. watch the online tutorials 3. design an activity and share it on 145 Moodle

WEEK 3 Student Response  T To  Moodle Participants are required Systems and Game-based understand Forum to Learning what these  Designing 1. read the relevant  Kahoot tools are by one activity guidelines and  Socrative  Peer checking the answer the  Quizzez Feedback guidelines questions on  Infuse Learning Moodle forum  Quiz Socket and video tutorials initiated by the researcher.

 To prepare an 2. watch the online activity using tutorials these tools 3. design an activity and share it on Moodle

WEEK 4 Digital Storytelling  To understand  Moodle Participants are required what these Forum to  Storyboard.that tools are by  Designing 1. read the relevant  Storybird checking the one activity guidelines and

146  Peer guidelines answer the Feedback questions on and video tutorials Moodle forum  To prepare an initiated by the activity using researcher. these tools 2. watch the online tutorials 3. design an activity and share it on Moodle

WEEK 5 Other Useful Apps  To understand  Reading Participants are required  Edmodo what these Articles to

 Voicethread tools are by  Moodle 1. read the relevant  My study life checking the Forum guidelines and  Thinglink guidelines  Designing answer the  Knowmia and video one activity questions on tutorials  Peer Moodle forum Feedback  To prepare an initiated by the activity using researcher. these tools 2. watch the online tutorials 3. design an activity and share it on 147 Moodle

WEEK 6 LESSON PLAN &  To identify the Classroom Teaching Participants are required CLASS stages of a lesson to OBSERVATIONS using Bloom’s 1. Design a lesson  Preparing a lesson taxonomy by integrating plan by making use the applications of the target  To choose the most they have been applications for suitable presented in the teaching a specific technologies to skill (writing, deliver content online course reading, speaking, vocabulary,  To plan a lesson listening) Sendin using at least two

g the lesson plan to learning the instructor technologies through e-mail. studied in the course

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E. Exploratory Factor Analysis (EFA) Item Loadings

Table 1. Factor Loadings for the Items of the Part 2 of the Questionnaire

Factor Loading

Item 1 2 3 4 1 I find M-learning useful for my teaching. .95 .02 .04 .06 2 Using M-learning would enable me to achieve .93 .00 -.07 .03 learning tasks more quickly. 3 Using M-learning in my studies would not .91 -.10 -.03 .02 increase my teaching productivity 4 M-learning could improve my collaboration .89 .02 .02 -.05 with colleagues 5 Using M-learningwould not improve my .85 .06 .04 .07 performance in my teaching 6 I would find an M-learning system flexible and .01 .92 .02 .02 easy to use. 7 Learning to operate an M-learning learning - .89 -.11 -.10 system does not require much effort .02 8 My interaction with an M-learning system .06 .86 .05 -.02 would be clear and understandable 9 It would be easy for me to become skillful at - .83 .03 .00 using an M-learning system .09 10 I like to experiment with new information - -.00 .89 .03 technologies .00 11 When I hear about a new information .05 .01 .87 -.09 technology, I look forward to examining it 12 Among my colleagues, I am usually the first to .08 -.04 .85 .06 try out a new innovation in technology 13 I plan to use M-learning in my teaching - .02 .07 .91 .03 14 I predict that I will use M-learning frequently - .06 .03 .89 01 15 I intend to increase my use of M-learning .10 .03 -.00 .84 services in the future 16 I will enjoy using M-learning systems. .07 -.10 .02 .83 17 I would recommend others to use M-learning .00 .01 .06 .81 systems.

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Table 2. Factor Loadings for the Items of the Part 4 of the Questionnaire

Factor Loading

Item 1 2 3 4 1 My students would be more likely to participate in class if they could use their .94 .02 .04 .01 mobile device 2 My students would spend more time on classwork if they could access materials .93 .01 -.06 -.03 anytime, anywhere on their mobile device 3 My students would be more likely to participate in class activities outside of .91 -.09 -.03 .00 class time if they could do so through their mobile device 4 My students would be more likely to engage in class discussion inside of class if .86 .03 .02 .01 they could post their thoughts from their mobile device 5 My students would be more likely to engage in class discussion outside of class .83 .04 .04 -.01 if they could post their thoughts from their mobile device 6 My students would be more likely to ask for help if they could communicate through .77 .02 .02 .04 their mobile device. 7 Mobile learning should be incorporated -.04 .91 -.11 -.07 into classes 8 Students should be able to easily view course materials (syllabus, notes, .05 .87 .05 .00 assignments) on their mobile device 9 Students should be able to download mobile applications that could help them .02 .86 .03 -.06 study 10 Students should be able to access Educational Management Systems (e.g. -.03 .85 .05 -.00 Moodle) in a mobile format on their mobile device 11 Students should be able to take quizzes on .04 .83 .02 .01 their mobile device

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Table 2. (cont’d) Factor Loadings for the Items of the Part 4 of the Questionnaire

12 Students should be able to participate in .02 .81 -.01 -.04 discussion forums from their mobile device 13 It would not require a lot of effort for students to learn how to use a mobile -.01 .02 .89 .02 application designed for my class 14 Learning on a personal mobile device would be easy for students because they are .04 -.01 .87 .01 already familiar with all of its functions 15 It would be easy for students to engage in discussions using a mobile application or .05 .04 .83 -.00 website in mobile format 16 Mobile learning opportunities would allow students to learn and study in places they .02 .01 .79 .01 couldn’t normally 17 It would be easier for students to complete classwork and assignments if they could -.01 -.00 .77 .07 use their mobile device 18 I believe students can be taught how to appropriately use mobile devices for .04 .07 -.01 .91 learning 19 I believe students should be able to use mobile devices as learning tools in my .00 .01 .04 .90 classroom 20 I believe using mobile applications for learning in my classroom would benefit my .02 .03 .08 .88 students 21 I think students would be more motivated -.03 .01 .00 .87 to learn if they could use mobile devices 22 Students would think it is fun to use an .01 .02 -.01 .83 interactive mobile device in my classroom 23 I would like my students to be able to use mobile devices to access course content -.00 .06 -.08 .81 and practice skills 24 I would like to learn more about mobile learning, so that can incorporate it in my .01 -.10 .03 .78 classroom 25 I would like to learn how to create mobile applications, so that I can incorporate them .04 -.09 .05 .72 into my lessons

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G. Human Subjects Ethics Committee Approval

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H. Curriculum Vitae

CURRICULUM VITAE

PERSONAL INFORMATION

Surname, Name: Zengin, Özlem Nationality: Turkish (TC) Date and Place of Birth: 25 April 1988 , Salihli Marital Status: Single Email: [email protected]/ [email protected]

EDUCATION

Middle East Technical University, Curriculum and 2015- PhD Instruction 2018 Middle East Technical University, Curriculum and 2013 – MSc Instruction 2015 2006 – Hacettepe University, English Language Teaching BA 2010 2002 – High Salihli Anatolian Teacher Training High School 2006 School

TEACHING QUALIFICATIONS

Pearson Education / Master Trainer 06.2015 İSTANBUL Certificate DELTA (Diploma of Teaching English to Bilkent University School of Other Speakers of 02. 2015 English Language / ANKARA Languages- Cambridge University) Diploma Bilkent University School of 02.2015 DELTA Module 3 English Language / ANKARA Bilkent University School of 04.2014 - 06.2014 DELTA Module 1 English Language / ANKARA Bilkent University School of 10.2013 - 04.2014 DELTA Module 2 English Language / ANKARA Bilkent University School of CELTA (Certificate 10.2010 - 02.2011 English Language / ANKARA in Teaching English 153

to Other Speakers of Languages- Cambridge University) Gazi Anatolian High 10.2009 - 05.2010 Internship (For 9th School / ANKARA Grade Students)

WORK EXPERIENCE

Bilkent University School of English 08.2010 - EFL Language (Ongoing) Instructor

FOREIGN LANGUAGES

Advanced English, Intermediate German

RESEARCH INTEREST

Technology use in ELT, Teacher Education, ICT into Teacher Development, Curriculum Development, Curriculum Evaluation, 21st century skills of teachers, TPACK

WORSKHOPS GIVEN

 Moodle Upgrade to 3.4 in the foreign language department of Bilkent University, September, 2018  Use of Moodle in preparatory program at three levels- Basic/ Static/ Flexible, to all BUSEL (Bilkent University School of English Language) Academic Staff, July-2015  Using Moodle effectively in classroom, done to All BUSEL Academic Staff, November, 2012  Teaching Pronunciation: Practical Tips 1 (CIDER Event) - As one of the presenters, 28 March, 2012  How to use Moodle Effectively, done to TU 10 members, 14 December, 2011

CONFERENCE COMMITTEE MEMBERSHIP

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 Organizing Committee Member of 15th International Bilkent University School of English Language Conference, 22-24 June, 2018, Ankara- Turkey  A member of International Advisory Board at ICERI 2015, “8th International Conference of Education, Research and Innovation, Seville- Spain, 16-18 November, 2015  Organizing Committee Member of 14th International Bilkent University School of English Language Conference, 16-18 June, 2016, Ankara- Turkey

PROFESSIONAL MEMBERSHIP

 IATEFL Teacher Training and Education Special Interest Group (TTed SIG)- Discussion Coordinator (2018-ongoing)  International Association of Teachers of English as a Foreign Language (IATEFL), individual membership (2018-ongoing)

INTERNATIONAL PRESENTATIONS

 Zengin, Ö. (2018, April). New Dimension to Professional Vision in Technology-Enhanced Classrooms through Eye-Tracking. Paper presented at 52nd Annual International IATEFL Conference, Brighton, UK.  Zengin, Ö. (2016, April). Empowering keeping mobile--based vocabulary notebooks through Quizlet. Paper presented at 50th Annual International IATEFL Conference, Birmingham, UK.  Zengin, Ö. (2015, March). Optimizing an EAP Course through Blended Approach. Paper presented at 9th International Technology, Education and Development Conference, Madrid, Spain.  Zengin, Ö. (2014, July). Improving English language learners’ speaking skills through Web 2.0. RSCON, The Future of Education : Online Reform Sypmposium, Online Presentation  Zengin, Ö. (2014, April). Improving English language learners’ speaking skills through Web 2.0. Paper presented at 48th Annual International IATEFL Conference Harrogate, UK.  Zengin, Ö. (2012, April). Students’ Perceptions on the Use of Moodle. Ireland and UK Moodlemoot 2012 Conference, Dublin, Ireland.

NATIONAL PRESENTATIONS

 Zengin, Ö. (2017, October). Evaluating Upper- Intermediate Level Program at a Preparatory School through CIPP Model. Paper presented

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at the Second National Curriculum and Instruction Congress, Mugla Sıtkı Koçman University, Marmaris, Turkey.  Zengin, Ö. (2016, March). Formative Assessment and Digital Tools. Educational Technology Platform, Yeditepe University, İstanbul, Turkey.  Zengin, Ö. (2015, October). Designing An EAP Writing Course through Blended Learning. Paper presented at The 17th International INGED ELT Conference, “Rise and Shine”, Çankaya University, Ankara, Turkey.  Zengin, Ö. (2015, July). An EAP Writing Course through Blended Approach. Paper presented at 3rd CIDER Research Symposium, Bilkent University School of English Language, Ankara, Turkey.  Zengin, Ö. (2015, May). Optimizing an EAP Course through Blended Approach. Paper presented at 12th METU International ELT Convention: Celebrating Diversity, Middle East Technical University, Ankara, Turkey.  Zengin, Ö. (2015, March). Optimizing an EAP Course through Blended Approach. Educational Technology Summit 2015, Bahçeşehir University, İstanbul, Turkey.  Zengin, Ö. (2013, November). Investigating EFL students’ perceptions of using ‘Wiki’ as a learning tool. Paper presented at 1st International ELT Conference, Gazi University, Ankara, Turkey.  Zengin, Ö. (2012, June). Students’ Perceptions on the Use of Moodle. Paper presented at 2nd CIDER Research Symposium. Bilkent University School of English Language, Ankara, Turkey.  Zengin, Ö. (2012, June). A Critical Thinking Approach To Developing Writing Skills. Paper presented at 2nd CIDER Research Symposium. Bilkent University School of English Language, Ankara, Turkey.  Zengin, Ö. (2012, June). Investigating Students’ Perceptions on the Use of Moodle. Paper presented at 11th METU International ELT Convention: Embracing Challenges, Middle East Technical University, Ankara, Turkey.  Zengin, Ö. (2011, October). A Critical Thinking Approach To Developing Writing Skills. Paper presented at Second Black Sea ELT Conference - Making the Most of It in ELT: The Learner, The Teacher and The Context, Düzce University, Düzce, Turkey.

PUBLICATIONS  Zengin, Ö., & Aksu, M. (2018). Empowering the use of mobile-based vocabulary notebooks. International Online Journal of Education and Teaching (IOJET), 5(4),992-1005. http://iojet.org/ind  Zengin, Ö., Aksu, M. (2017). A Review Study on the Integration of Technology into Foreign Language Education in Turkey, 50 (2), Ankara University Journal of Faculty of Educational Sciences.

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 Unal-Zengin, Ö. (2015). Investigating the Use of Mobile-Based Vocabulary Notebooks on Vocabulary Achievement in English Language Learning, Msc Thesis, Middle East Technical University.  Zengin, Ö. (2013). Exploring Students’ Perceptions on the Use of Moodle. IATEFL Learning Technologies SIG Journal  Zengin, Ö. (2012). Investigating Students’ Perceptions on the Use of Moodle in the proceeding of 11th METU International ELT Convention: Embracing Challenges (2012)  Zengin, Ö. (2012). “A Case Study on Moodle: From Students’ Perspective” in the proceedings of Ireland and UK Moodlemoot 2012 Conference, Dublin, Ireland (2012)

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I. Turkish Summary/Türkçe Özet

Mobil Teknolojiler Üzerine Dizayn Edilmiş Çevrimiçi Kursun İngilizce Öğretmenlerinin Teknoloji Kullanımlarına ve Öz yeterliliklerine Etkileri

1. GİRİŞ

Günümüzde teknolojideki gelişmeler, günlük hayatımızı derinden etkilemeye başlamıştır. Bu etki, özellikle eğitimde öğrenme ve öğretme sürecini büyük ölçüde değiştirmeye başlamıştır. Bu değişim göz önüne alındığında, öğretmenler öğretme süreçlerini zenginleştirmek ve öğrenci motivasyonunu artırmak için bilgisayar ve internet programlarını öğrenme ve öğretme süreçlerine entegre etmeye başlamışlardır. Son yıllardaki öğrenci profili düşünüldüğünde, hem eğitimde teknoloji kullanımı hem de öğrenci ihtiyaçlarına yönelik eğitim sürecinin kalitesi daha da artırılmalı ki öğrencilerin günlük alışkanlıklarıyla daha uyumlu öğrenme süreci oluşturulsun. Eğitimde teknoloji kullanımı Bilgisayar destekli dil öğrenimi (BDDÖ) akımıyla başlayıp, Mobil destekli dil öğrenimi (MDDÖ) yaklaşımıyla devam etmektedir. Dil öğrenimi, teknolojinin sınıf içi ve sınıf dışı daha fazla aktivite önermesi gibi katkılarıyla, teknolojiden olumlu şekilde etkilenmiştir. Örneğin, çevrimiçi destekle, öğrenciler yazma becerilerine yönelik aktiviteler yapabilir ya da öğretmenlerinden sınıf dışarısında da Skype gibi programlarla derslerine yönelik çevrimiçi destek alabilirler. Ayrıca, oyun destekli öğrenme yaklaşımı sayesinde eğitimsel çevrimiçi oyunlarla, tablet ya da Ipad gibi mobil araçlarla öğrenme süreci daha da geliştirilebilir.

Dil öğretimi teknolojisindeki tüm bu gelişmeler düşünüldüğünde, Türkiye bu gelişmelere ayak uydurmaya çalıştığı için, teknolojinin etkili kullanımı üzerine birçok projeler yapıldı. Bunlardan birisi de Fatih Projesi’dir. Fatih Projesi Milli Eğitim Bakanlığı tarafından teknolojinin ilköğretim ve ortaöğretimde etkili

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kullanımını sağlamayı amaçlamaktaydı. Bu doğrultuda 2014 yılının sonuna kadar Türkiye’de 42 bin okulda iyi teknoloji donanımı ve tablet dağıtımı yapılması planlanmıştır. Fakat, teknoloji donanımı ve ekipmanlar için yüksek miktarlarda yatırım yapılmasına rağmen, aynı özveri öğretmen eğitimi için gözlenmedi. Bu sebeple de günümüz öğrencilerine, etkili teknoloji entegrasyonuyla öğretebilecek yeterli donanıma sahip öğretmenler bulunması konusunda bazı sıkıntılar yaşanmıştır.

Eğitimde teknoloji entegrasyonu, dünyada birçok araştırmacının ilgi odağı olmuştur. Bu sebeple de teknolojinin eğitimde kullanımı üzerine birçok araştırmalar yapılmış olup, daha da devam etmektedir. Bu alanda özellikle öğretmen eğitimine teknoloji entegrasyonu yapılması çok önemlidir. Bu konunun önemini belirtmek üzere Moersch (2003), etkili teknoloji kullanımı üzerine eğitim almış öğretmenlerin, hala az ya da çok öğrenciden oluşan, anlamlı öğrenmeyi destekleyen grup aktiviteleri düzenlemekte yetersiz olduğunu belirtmiştir. Maalesef bu durum birçok teknoloji eğitimi kurslarında görülmektedir (Mousund ve Biefeldt, 1999). YÖK (Yükseköğretim Kurulu), eğitim Fakültelerine en az 3 ya da daha fazla kredilik teknoloji kullanımı dersinin eklenmesini desteklese de, çoğu fakültede bu durum görülmemektedir. Bu yüzden, bu araştırmanın amacı, eğitimde etkili teknoloji kullanımı derslerini tam alamamış öğretmenleri, etkili bir çevrimiçi teknoloji kursuyla destekleyip, yaşadıkları problemleri gidermeye çalışmaktır. Bu çevrimiçi eğitim, pratiğe ve deneysel öğrenme ortamına dayalı hazırlanmıştır. Böylece bu eğitime katılan İngilizce öğretmenlerinin hem kuramsal hem de uygulama olarak İngilizce dili eğitimine teknolojiyi etkili bir şekilde entegre etmelerine yol göstermeyi amaçlamıştır.

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1.1. Çalışmanın Amacı

Bu çalışmanın amacı, çevrimiçi olarak sunulan mobil teknolojiler üzerine bir kurs geliştirmek ve bu kursun İngilizce öğretmenlerinin teknoloji özyeterliliğini, teknoloji kullanımı hakkındaki tutumları ve görüşleri üzerine etkilerini incelemektir. Bunun dışında diğer destekleyici alt amaçları ise İngilizce okutmanlarını dil eğitiminde mobil teknolojiler kullanımı hakkında eğitmek ve bu teknolojileri ve interneti kullanırken daha rahat olmalarını sağlamaktır ve İngilizce öğretmenlerini öğretim sürecine teknoloji entegrasyonu için olumlu bir şekilde etkilemek ve onları motive etmektir.

Bu çalışma Karma araştırma yöntemiyle gerçekleştirilmiştir. Karma araştırma yönteminin bir alt başlığı olan sıralı açıklayıcı araştırma yöntemi tercih edilmiştir. Bu çalışmada, katılımcılar kolay ulaşılabilir örnekleme yöntemi ile seçilmiş olup, veriler de anket, mülakat ve sınıf gözlemleriyle toplanmıştır. .

1.2.Çalışmanın Önemi

Teknoloji kullanımı açısından gelişmiş bir toplumda öğrencilere öğretmek 21. yy.daki birçok eğitim kurumlarında sıkıntı yaratmaktadır. 21. yy öğrencilerinin ihtiyaçları göz önüne alındığında, eğitimciler yeni gelişen teknolojileri etkin bir şekilde eğitim ve iş dünyasına dahil etmekte bazı zorluklarla karşılaşmaktadırlar.

Yabancı dil öğretmenlerinin eğitimi, Türkiye’de ve çalışmanın yapıldığı kurumda önemli bir süreçtir. Dil eğitimi üzerine gelişen ya da ortaya çıkan herhangi bir gelişmeye/değişime ayak uydurmak için, bu kurumdaki öğretmenler İngiliz dili öğretiminin daha etkili olabilmesi adına bazı hizmet-içi eğitimler almaktadır. 21. yydaki öğrencilerin ihtiyaçları düşünüldüğünde, teknoloji kullanımı öğrenme ve öğretme süreçlerinin ayrılmaz bir parçası olmuş, teknoloji sayesinde daha da

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geliştirilmiş öğrenme ve öğretme süreçlerinin ortaya çıkmasını sağlamıştır. Yalnız bu etkin teknoloji entegrasyonu kullanımı üzerine, eğitmenler, müdürler ya da diğer karar mercekleri öğretmen kalitesini artırmak, onların teknoloji kullanımını geliştirmek ve böylece daha kaliteli öğrenme ve öğretme süreçleri yaratmakta birtakım sıkıntılar yaşamaktadırlar.

Günümüzde Z jenerasyonundan gelen öğrencilerin öğrenme ihtiyaçlarını daha etkin bir şekilde karşılamak, öğrenme süreçlerinin kalitesini daha da artırmak için öğretmenler web ya da mobil teknolojileri öğrenme ve öğretme süreçlerine daha etkili bir şekilde entegre etmelidir. 21 yy.daki öğrenci özelliklerine bağlı olarak, 21. yy.daki öğretmen eğitimleri ve akademik gelişimleri de karşılanmalıdır. Günümüzde eğitim ve öğretim süreçlerine etkin teknoloji kullanımı en önemli konu olduğu için, Teknolojik Pedagojik Alan Bilgisi (TPAB) ortaya çıkmış ve sınıf içerisinde etkili teknoloji entegrasyonu için genel kuramsal bir çerçeve sağlamıştır (Mishra & Koehler, 2006). Bu amaçla, bu çalışmadaki öğretmenlerin ihtiyaçlarını ihtiyaç analiziyle belirleyip geliştirilen bu çevrimiçi eğitimin, çalışmanın yapıldığı kurumdaki hocaların teknoloji kullanımı hakkındaki görüşlerini geliştirip, öğretme süreçlerine de teknolojiyi daha etkili bir şekilde entegre edebilmelerini desteklemek için pratik bilgiler vermeyi amaçlamıştır.

2. YÖNTEM

2.1.Araştırma Deseni

Bu çalışmada Karma araştırma yöntemi ile gerçekleştirilmiştir ve bu yöntemin bir alt başlığı olan açıklayıcı sıralı araştırma yöntemi uygulanmıştır. Bu çalışmada 8 tane araştırma sorusu olup, her bir soru farklı veri toplama aracıyla ya da kullanılan anketin farklı bölümleri kullanılarak cevaplanmıştır. Bu çalışmadaki 1., 2., 3., 4., 5. ve 6. araştırma sorularını cevaplamak için, anket; 7. ve 8. Soruları

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cevaplamak için de sınıf gözlemleri ve kursu alan katılımcıların bazılarıyla yapılan mülakatlar kullanılmıştır. Bu çalışmanın asıl amacı, mobil teknolojiler üzerine çevrimiçi bir kurs geliştirmek ve bu kursun çalışmaya katılan öğretmenlerin derslerindeki teknoloji kullanımına ve onların teknoloji kullanımı hakkındaki görüşlerine etkilerini incelemektir. Bu çalışma, araştırmacının erişebildiği ve gönüllü olan bir grup İngilizce öğretmenleriyle yapılmıştır.

2.2.Araştırma Soruları

1. İngilizce öğretmenlerinin internet, bilgisayar ve mobile teknolojileri derslerinde kullanabilmeleri için ihtiyaçları nelerdir? 2. Mobile teknolojiler üzerine hazırlanmış çevrimiçi kursunu almadan once ve sonrasında, İngilizce öğretmenlerinin mobile teknolojileri kabul seviyelerinde önemli bir farklılık var mıdır? 3. Mobile teknolojiler üzerine hazırlanmış çevrimiçi kursunu almadan once ve sonrasında, İngilizce öğretmenlerinin mobile teknolojileri kullanmalarındaki yeterlilikleri arasında önemli bir farklılık var mıdır? 4. Mobile teknolojiler üzerine hazırlanmış çevrimiçi kursunu almadan once ve sonrasında, İngilizce öğretmenlerinin mobil öğrenmeyi, İngilizce öğretme süreçlerine entegre etmelerinde önemli bir farklılık var mıdır? 5. Mobile teknolojiler üzerine hazırlanmış çevrimiçi kursunu almadan once ve sonrasında, İngilizce öğretmenlerinin mobil öğrenmenin faydası ve kullanım kolaylığı hakkındaki algılarında önemli bir değişiklik var mıdır? 6. Mobile teknolojiler üzerine hazırlanmış çevrimiçi kursunu almadan once ve sonrasında, İngilizce öğretmenlerinin mobil öğrenmenin öğrencilerinin derse katılımı üzerine önemli bir etkisi olup olmadığı hakkındaki düşüncelerinde önemli bir farklılık var mıdır? 7. Çevrimiçi kursu tamamladıktan sonra İngilizce öğretmenleri kursta öğretilen mobil uygulamaları derslerinde ne derece kullanabiliyorlar?

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8. Çevrimiçi kursa katılan öğretmenlerin, bu kurs hakkındaki düşünceleri nelerdir? Tüm bu sorular ele alındığında, bu çalışmadaki bağımlı değişkenler, İngilizce öğretmenlerinin mobil teknolojileri kabul seviyesi, mobil teknolojileri kullanmadaki yeterlilikleri, mobil teknolojileri öğretme sürecin entegre etmedeki algıları, mobil teknolojilerin yararlılığı, kullanım kolaylığı ve bu teknolojilerin öğrencilerin derse katılımına etkisi hakkındaki düşünceleridir. Bu çalışmadaki bağımsız değişken de çevrimiçi mobil teknoloji kursudur.

2.3.Araştırma Ortamı

Bu çalışma Ankara’da özel bir üniversitede yapılmıştır. Öğrenciler bu üniversitede Akademik İngilizce öğrenmekte ve İngilizce hazırlık programını başarıyla bitirdikten sonra bölümlerine başlama hakkına sahiplerdir. Bu sebeple, bu kurumdaki öğrenciler için, öğretim dili yüzde yüz İngilizce olan bölümlerine başlayabilmek için B2 seviyesinde İngilizce bilgisine sahip olmaları zorunludur.

2.4.Katılımcılar

Mobil teknolojiler üzerine hazırlanan bu çevrimiçi kurs, Ankara’da özel bir üniversitenin İngilizce hazırlık programındaki İngilizce öğretmenleri için hazırlanmıştır. Bu öğretmenler, ya İngilizce öğretmenlik bölümünden ya da İngiliz Dili Edebiyatı, Amerikan Dili Edebiyatı gibi İngilizce’yi temel alan bölümlerden mezun olmuşlardır. İngilizce öğretme deneyimi olarak, her biri farklı seviyelere sahip olup, birçoğu ICELT ( Certificate in English Language Teaching), CELTA (Certificate in Teaching English to Speakers of Other Languages) veya DELTA (Diploma in Teaching English to Speakers of Other Languages) gibi Cambridge Universitesi tarafından sunulan programları bitirmişlerdir. Ayrıca, bazıları da alanlarında yüksek lisans ya da doktora

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yapmaktadırlar. Bu çalışmadaki katılımcılar kolay ulaşılabilir örnekleme yoluyla seçilmiştir. Katılımcılar seçilmeden once, hazırlık programındaki öğretmenlere, çalışmanın amacını ve gönüllü olup olmadıklarını belirten bir mail atılmıştır. Bunun sonucunda da 22 öğretmen gönüllü olup bu çevrimiçi kursa katılmak istemiştir. İngilizce öğretmenlerinin genellikle kadın oldukları düşünüldüğünde, bu katılımcıların da büyük bir çoğunluğu kadın öğretmenlerdir. Bütün katılımcılar bu çevrimiçi kursu 6 hafta boyunca Moodle üzerinden almışlardır. Bu çalışmada farklı üç öğretmen dersleri gözlenmiş olup, yine farklı üç öğretmenle kursun içeriği hakkında mülakat yapılmıştır.

2.5.Veri Toplama Araçları

Bu çalışmada veri toplamak için kullanılan araçlardan biri, araştırmacı tarafından uyarlanan “Yabancı Dil Eğitiminde Mobile Teknoloji Kullanımı” isimli ankettir. Diğer araçlar ise, sınıf içi gözlem formu ve mülakat sorularıdır.

2.5.1. Yabancı Dil Eğitiminde Mobil Teknoloji Kullanımı Anketi

Bu çalışmada, İngilizce öğretmenlerinin mobil teknolojileri kabul seviyesini, mobil teknolojileri kullanım yeterlilikleri, mobil teknolojileri öğretim süreçlerine entegre etme üzerine tutumları, mobil teknolojilerin yararlılığı ve kullanım kolaylığı hakkındaki düşünceleri ve mobil öğrenmenin öğrencilerin derse katılımındaki etkisi hakkındaki düşüncelerini ölçmek için bu anket kullanılmıştır. Bu anket Pollara, 2011, Abu-Al-Aish, 2014 ve Yasan, 2018 tarafından geliştirilen anketlerden araştırmacı tarafından uyarlama yapılarak hazırlanmıştır.

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Bu ankette toplamda 4 farklı kısım ve 58 tane soru vardır. Açıklayıcı Faktör Analizi sadece 2. ve 4. kısımlar için yapılmıştır. Bu anketteki 4 kısım da mobil teknoloji kullanımıyla ilgili farklı bir noktaya değinmektedir. İlk kısım araştırmacı tarafından hazırlanmıştır. İkinci, üçüncü ve dördüncü kısımlar da sırasıyla Abu-Al-Aish, 2014; Yasan, 2018; ve Pollara, 2011 tarafından geliştirilen anketlerden uyarlanmıştır. Anketin ilk kısmı, öğretmenlerin internet, bilgisayar ve mobil teknolojileri öğretim süreçlerinde kullanımlarıyla ilgili deneyimlerini öğrenmeyi amaçlamıştır. Anketin bu kısmından elde edilen sonuçlara bağlı olarak bu çalışmadaki çevrimiçi kursun hedefleri, amaçları ve içeriği düzenlenmiştir. Bu anketin ikinci kısmı mobil teknoloji kabul seviyesi, üçüncü kısmı cep telefonu kullanım yeterliliği ve daha once kullanılan mobil uygulamalar; ve son kısmı da mobil öğrenmenin yararlılığı, kullanım kolaylığı ve öğrencilerin sınıf içi katılımına etkileri hakkındadır. Bu anket uygulanırken öğretmenlere bir seferde 10 dk içinde bitirmeleri beklenerek verilmiştir. Bu çalışma boyunca, bu anketteki ikinci, üçüncü ve dördüncü kısımlar ön test ve son test olarak kullanılmıştır. Anketin birinci kısmı daha once belirtildiği gibi ihtiyaç analizi için kullanılmıştır.

Bu anket İngiliz Dili eğitimi ve materyal geliştirme alanlarında iki tane uzman, mobil teknoloji kullanımı alanında iki tane uzman ve ayrıca iki tane İngilizce öğretmenleri tarafından kontrol edilmiştir. Ankette kullanılan tüm kısımların önceden geçerlilik ve güvenirlilik ölçümleri yapılmış olmasına rağmen, bazı uyarlamalar yapıldığı ve farklı bir toplulukta kullanılacağı için geçerlilik ve güvenirlilik ölçümleri yeniden yapıldı ve araştırmacı tarafından Açıklayıcı Faktör Analizi uygulandı. Geçerlilik ve güvenirliliği ölçmek için pilot çalışma yapıldı ve anketin ikinci ve dördüncü kısımları için SPSS 22 kullanılarak factor analizi yapıldı.

Faktör Analizi yapılmadan once gerekli tüm varsayımlar control edildi ve yeterli bulundu. Ayrıca bulunan faktörler isimlendirildi ve cronboach alpha değerlerine bakıldı. Yapılan factor analizi sonucuna göre anketin ikinci ve dördüncü kısmı da

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4 boyutlu bir desene/yapıya sahiptir.

Araştırmada kullanılan anketin ikinci kısmı için elde edilen güvenirlilik katsayıları her bir boyut için şu şekildedir: Uygulama Beklentisi= .91, Çaba Beklentisi= .94 Bireysel Yeniliğe Açıklık= .92 ve Davranışsal Niyet= .93. Anketin dördüncü kısmı için elde edilen güvenirlilik katsayıları ise öğretmenlerin öğrencilerin katılımı hakkındaki algıları= .93, yararlılık üzerine algıları= .94, kullanım kolaylığı üzerine algıları= .91 ve mobil öğrenmeyi öğretme sürecine entegre etme üzerine öğretmenlerin tavırları= .92 şeklindedir.

2.5.2.Sınıf içi Gözlem Formu

İngilizce öğretmenlerinin bu araştırmadaki çevrimiçi kursta öğretilen mobil uygulamaları ne kadar etkili kullandıklarını öğrenmek için sınıf içi gözlemler yapılmıştır. Bu gözlemlerde araştırmacı tarafından hazırlanmış, İngiliz Dili eğitiminde ve teknoloji kullanımında iki uzman tarafından control edilmiş, sınıf içi gözlem formu kullanılmıştır. Katılımcılar, çevrimiçi kursu tamamladıktan sonra, 50 dk süren bir ders planı hazırladılar ve sınıf gözleminden önce araştırmacıya gönderdiler. Dersler izlenirken, araştırmacı, özellikle, seçilen uygulamaların ne kadar sıklıkta ve ne şekilde derse entegre edildiğine odaklanan bu formu kullanmıştır.

2.5.3.Mülakat

Bu kursa katılan İngilizce öğretmenlerinin bu kurs hakkındaki düşüncelerini ve ileride teknolojiyi derslerinde kullanmak isteyip istemediklerini öğrenmek için gönüllü üç kişiyle mükalatlar yapılmıştır. Bu mülakatların amacı, İngilizce öğretmenlerinin kurs hakkındaki düşüncelerini, kurs içerisinde değiştirilmesi

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gereken yerlerin olup olmadığını öğrenmekti. Bu mülakatlardan alınan veriler, ayrıca anket ve sınıf içi gözlemlerinden elde edilen verilerle de desteklenmiştir. Mülakattaki sorular, araştırmacı tarafından hazırlanmış olup, yine İngiliz Dili eğitimi alanından iki uzman tarafından control edilmiştir.

2.6. Çevrimiçi Kurs

2.6.1.MOODLE (Modüler Amaçla yönlendirilen Dinamik Öğrenme Ortamı)

Bu çalışmada çevrimiçi öğrenme platform olarak Moodle kullanılmıştır. Moodle Martin Dougiamas tarafından geliştirilmiş, ücretsiz çevrimiçi öğrenme sitesidir. Bu sitede, eğitimciler, kendilerine sunulan boş sayfada, herhangi bir kurs için gerekli dökümanları paylaşmakla birlikte, Moodle’un sunduğu interaktif özellikleri kullanarak öğrencileriyle sınıf dışında da iletişime geçebilmektedirler. Bu çevrimiçi site, öğrencilerin ihtiyaçlarına bağlı olarak, eğitimcilere sınıf dışarısında kullanılabilecek materyal ve aktiviteler düzenlemelerini sağlamaktadır. Ayrıca, eğitimciler, öğrencilerinin kurs içerisindeki gelişimlerini takip edebilmektedirler.

Bu çalışmadaki çevrimiçi kurs, Ankara’daki özel bir üniversitenin İngilizce hazırlık programındaki İngilizce öğretmenleri için hazırlanmıştır. Çalışmada kullanılan anketin birinci kısmında elde edilen verilere dayanarak, bu öğretmenlerin ihtiyaçları, kursun hedefleri, amaçları ve içeriği belirlenmiştir. Bu kursun asıl amacı, İngilizce öğretmenlerinin mobil teknoloji kullanımı hakkındaki yeterliliklerini geliştirmek ve bu mobil teknolojileri İngilizce öğretimine etkili bir şekilde entegre etmelerine yardımcı olmaktır. Bu çevrimiçi kursun amaçları, Bloom’un Dijital Taksonomi’si kullanılarak hazırlanmıştır. Bu çevrimiçi kurs, 6 hafta sürmüş olup, Moodle üzerinde 6 farklı kısımla

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sunulmuştur. Bu 6 farklı kısım, İngiliz Dili eğitimi alanındaki farklı becerilere odaklanarak, farklı uygulamaları göstermeyi amaçlamıştır. Katılımcıların, her bir kısım için, kendi teknoloji kullanımı becerileri ve yeterliliklerine göre ortalama 1-2 saat harcamaları beklenmiştir.

2.6.2. Çalışmada kullanılan Uygulamalar

Bu çalışmada, İngiliz Dili eğitimdeki farklı beceriler düşünülerek çeşitli uygulamalar gösterilmiştir. Seçilen uygulamalar, belirli başlıklar altında toplanmış olup, her bir uygulama için video ve yazılı destek dökümanları hazırlanmıştır. Bu çalışmada kullanılan uygulamalar aşağıdaki tablo 2.1. deki gibidir.

Table 2.1 Haftalık Çalışılan Uygulamalar

HAFTALA KONULAR R 1. HAFTA Mobil Zihin Haritası  Linoit  Padlet  Glogster  Meindmeister  Buble.us

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Table 2.1 (devamı) Haftalık Çalışılan Uygulamalar

Kelime Çalışması  Wordle  Tagul  Quizlet  Studyblue 2. HAFTA Artırılmış Gerçeklik  Aurasma

 Quiver  LayAR  Tinkercard

Kare Kodu  PLICKERS  Qr code

3. HAFTA Öğrenci Cevap Sistemi ve Oyun tabanlı Öğrenme  Kahoot  Socrative  Quizzez  Infuse Learning  Quiz Socket 4. HAFTA Dijital Hikaye Anlatma

 Storyboard.that  Storybird 5. HAFTA Diğer Faydalı Uygulamalar  Edmodo  Voicethread  My study life  Thinglink  Knowmia

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2.7.Veri Toplama Süreci

Bu çalışmada, veriler ön ve son test olarak kullanılan, Ankara’da özel bir üniversitede 22 İngilizce öğretmenlerine uygulanan anket, sınıf gözlemleri ve mülakatlarla toplanmıştır.

Çalışma öncesinde, katılımcılardan izin formu alındığı ve onlara çalışmanın amacının ve paylaştığı bilgilerin gizli tutulacağı bildirildiği için, çalışmada fiziksel ve psikolojik hiçbir zarar bulunmamaktadır. Ayrıca, çalışmadaki bütün prosedürler katılımcılara önceden bildirildi ve bu sebeple onları kandırma gibi bir durum söz konusu değildir. Etik kurallar açısından, gerekli tüm izinler Ortadoğu Teknik Üniversitesi ve çalışmanın uygulanacağı üniversitedeki gerekli birimlerden alındıktan sonra, çalışmaya başlanmıştır. Bu çalışma 2018-2019 akademik yılının 2. Dönemi ve 2018-2019 akademik yılının 1. Dönemi yapılmıştır. İlk önce Açıklayıcı Faktör Analizi yapılarak kullanılacak olan anketin güvenirliliği ve geçerliliği kontrol edilmiştir. Yapılan pilot çalışma sonuçlarına dayanarak gerekli düzenlemeler yapılıp, kullanılacak olan anket tamamlanmıştır. Bu çalışma 6 hafta sürmüştür. Çalışmadaki katılımcılar kolay ulaşılabilir örnekleme ile seçilmiştir. Çalışmadaki çevrimiçi kurs başlamadan 2 hafta önce katılımcılara kullanılacak olan anket ön test olarak gönderilmiş ve analiz edilmiştir. Ardından, kursun verileceği Moodle sistemi öğretmenlere tanıtılıp, çevrimiçi kurs hakkında genel bilgi verilmiştir. Çalışmadaki tüm katılımcılar araştırmacı tarafından Moodle sistemine eklenmiştir. Moodle’daki ana sayfaya öğretmenlere yardımcı olmak amacıyla, mobil teknolojilerin yabancı dil öğretiminde kullanılması, ISTE (Uluslararası Eğitim Teknolojileri Birliği) standartları ve BALEAP (İngiltere Akademik Amaçlı Öğretim Görevlileri Derneği) yeterlilikleri hakkında bazı dökümanlar ya da makaleler yüklenmiştir. Kurstaki diğer haftalar için, her haftanın konusu gerekli videolar ya da dökümanlarla öğretmenlere sunulmuştur. Ayrıca Moodle’ın sunduğu forum

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desteğiyle öğretmenlerden her hafta gösterilen mobil uygulamalarla ilgili fikirlerini paylaşmaları istenmiştir.

Öğretmenlerin çevrimiçi kursa erişimleri, araştırmacının onlar için oluşturduğu hesaplarla kolay bir şekilde sağlanmıştır. Kursun sonunda katılımcılardan 50 dk süren bir ders planı hazırlamaları istenmiş olup, gönüllü 3 öğretmenin dersleri araştırmacı tarafından izlenmiştir.

Bu çevrimiçi kurs tamamlanıp, ders gözlemleri bittikten sonra, çalışmanın başında ön test olarak verilen anketin 2., 3. ve 4. Kısımları son test olarak tekrar bu öğretmenlere verilmiştir. Son olarak da gönüllü 3 öğretmenlerle tamamladıkları kurs hakkında geribildirim almak için mülakat yapılmıştır.

2.8.Veri Analizi

Bu çalışma, nicel ve nitel veriler toplanacağı için Karma araştırma yöntemiyle yapılmıştır. Nicel veriler, ön test ve son test olarak kullanılan Mobil teknolojilerin yabancı dil öğreniminde kullanılması isimli anketle toplanmıştır. Buradaki nicel veriler SPSS kullanılarak, betimleyici analiz ve Wilcoxon Sıralı Diziler testiyle analiz edilmiştir. Bu çalışmada, Wilcoxon İşaretli Sıralar testinin kullanılma sebebi, erişilen katılımcıların sayısının az olmasıdır. Bu çalışmadaki nitel veriler de sınıf gözlem formu ve mülakatlarla toplanmıştır. Snıf içi gözlem formu ve mülakatlardan elde edilen veriler, yorumlama yöntemiyle araştırmacı tarafından analiz edilmiştir.

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2.9.Çalışmanın Sınırlılıkları

Bu çalışmayı etkileyen fakat araştırmacı tarafından control edilemeyen bazı değişkenler vardır. Bunlar, cinsiyet, deneyim ve katılımcı sayısıdır. Bu çalışmada cinsiyet değişkeni, genellikle İngilizce öğretmenlerinin kadın olması sebebiyle control edilememiştir. Fakat araştırmacının sonucu, kadın ve erken ingilizce öğretmenlerinin teknoloji kullanımları açısından farklılık gösterebilir. Örneğin erkek ya da kadın öğretmenler teknolojiyi diğer gruba göre daha etkin kullanıyor olabilirler. Bu çalışmada katılımcılar kolay ulaşılabilir örnekleme yoluyla seçildiği için, sadece 2 kişilik bir grup ile bu çalışma yapılmıştır.

Bu çalışmada kullanılan mobil uygulamalar günümüzde şuan yaygın olarak kullanılanlar arasından seçilmiştir. Teknolojinin gün be gün geliştiği düşünüldüğünde, bu çalışmadaki bazı uygulamalar, ileride başka uyugulamalarla değiştirilebilir.

İç geçerlilik açısından, katılımcıların karakterleri farklı geçmişe sahip oldukları için bu araştırmada bir tehdit oluşturabilir. Anket ve çevrimiçi kursu yaparken öğretmenler çevrimiçi olarak eriştirkleri ve farklı yerlerde oldukları için, konum da bir başka tehdittir. Fakat testing tehditi, ön ve son test arasında 8 haftalık bir süreç olduğu için control edilmeye çalışılmıştır. Sınıf gözlemleri düşünüldüğünde, bu çalışmada katılımcılar sadece çevrimiçi kursu tamamladıktan sonra gözlenmiştir. Bu yüzden bu katılımcıların kursa başlamadan once ne derece mobil uygulamaları derslerine entegre ettikleri hakkında bir bilgi bulunmamaktadır. Bu çalışmadaki en önemli tehdit araştırma sonuçlarının genellenememesidir. Bu çalışmadaki katılımcılar kolay ulaşılabilir örnekleme ile araştırmacının erişebildiği kişilerden seçildikleri için, araştırmanın sonucu Türkiye genelindeki tüm hazırlık okullarında çalışan İngilizce öğretmenleri baz alınarak genellenemez. Bu yüzden bu çalışma, araştırmanın yapıldığı kurum ile sınırlıdır.

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3. BULGULAR

Bu çalışmanın amacı çevrimiçi sunulan mobil teknolojiler üzerine bir kurs geliştirmek ve bu kursun, İngilizce öğretmenlerinin teknoloji kullanımı, tutumları ve bu kurs hakkındaki görüşleri üzerine etkilerini incelemektir.

Bu kısımda ön test ve son test olarak kullanılan anketin, sınıf gözlemlerinin ve kurs tamamlandıktan sonra bazı katılımcılarla yapılan mülakatların sonuçları paylaşılacaktır.

4.1. Araştırma Soru 1: İngilizce öğretmenlerinin internet bilgisayar ve mobil teknolojileri derslerinde kullanabilmeleri için ihtiyaçları nelerdir?

Bu soru, kullanılan anketin birinci kısmındaki sorulara verilen cevaplar kullanılarak yapılan ihtiyaç analiziyle cevaplanmıştır. İhtiyaç analizinin amacı öğretmenlerin mobil teknolojileri sınıflarında uygulayabilmeleri için gerekli ihtiyaçlarını belirlemekti ve analizin sonucuna göre çevrimiçi kursun hedefleri, amaçları ve içeriği belirlendi.

Anketin birinci bölümünden elde edilen veriler, betimsel analiz kullanılarak yüzde oranlarıyla analiz edilmiştir. İhtiyaç analizinin sonuçlarına göre, katılımcılar öğrenme ve öğretme süreçlerinde bilgisayar ve internet kullanımı olarak orta seviyedelerdi. (%54.55) ve birçoğu, mobil araçları 3 yıldan fazla bir süredir kullanmaktaydı.

Katılımcılar mobil aletleri genellikle internet araştırması ya da mesajlaşmak için kullanmakta olup, mobil uygulamaları kullanmakta ya orta (45.45%) ya da zayıf seviyedelerdi (18.18%).

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4.2. Araştırma Sorusu 2: Mobile teknolojiler üzerine hazırlanmış çevrimiçi kursunu almadan once ve sonrasında, İngilizce öğretmenlerinin mobile teknolojileri kabul seviyelerinde önemli bir farklılık var mıdır?

Katılımcıların mobil öğrenmeyi kabul seviyelerindeki değişim araştırmada kullanılan anketin ikinci kısmında ölçülmüştür. Önce betimsel analiz yapılmış, ardından arada önemli bir fark olup olmadığı Wilcoxon İşaretli Sıralar testi ile ölçülmüştür. Mobil öğrenme seviyesi dört boyut altında ölçülmüştür. Birinci boyut Uygulama Beklentisi’dir ve buna göre katılımcılar mobil öğrenmenin ders kalitelerini artıracağını ve yaralı olacağını belirtmişlerdir. (%50 den daha fazla). İkinci boyut Çaba Beklentisi’dir ve katılımcılar mobil öğrenmenin bir çaba gerektirdiğini ve onu derslerine entegre etmenin kolay olmadığını belirtmiştir (%36.37). Üçüncü boyut Bireysel Yeniliğe açıklık olup, katılımcılar burada mobil öğrenme için hevesli olduklarını belirtmelerine rağmen, yeni çıkan uygulamaları kullanmakta çekinik olduklarını belirtmiştir (%27.28). Son olarak dördüncü boyut olan Davranışsal Niyet ile ilgili katılımcılar mobil uygulamaları sınıflarında kullanmayı planladıklarını belirttiler (%72.72). Wilcoxon İşaretli sıralar testi sonucuna göre de ön test (Mdn=2.55) ve son test arasında katılımcıların mobil öğrenme seviyeleri arasında önemli bir fark vardır, Mdn=4.05, z = -3.796, p<.05.

4.3. Araştırma Sorusu 3: Mobile teknolojiler üzerine hazırlanmış çevrimiçi kursunu almadan once ve sonrasında, İngilizce öğretmenlerinin mobile teknolojileri kullanmalarındaki yeterlilikleri arasında önemli bir farklılık var mıdır?

İngilizce öğretmenlerinin mobile teknolojileri kullanmalarındaki yeterlilikleri arasındaki fark kullanılan anketin üçüncü kısmıyla ölçülmüştür ve olumlu bir

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eğilim göstermektedir. Katılımcılarn birçoğu, kursa katılmadan önce mobil uygulamaları ilk öğrenirken birisinin yardımı olmadan kullanamayacaklarını belirtmişlerdir. Buna göre katılımcıların mobil uygulamaları kullanırken herhangi bir desteğe ihtiyaç duydukları sonucu çıkmaktadır. Kursu aldıktan sonra, katılımcılar kendilerini mobil uygulamaları kullanırken daha rahat hissettiklerini belirterek, kursun onların mobil uygulamaları kullanmadaki yeterlilikleri üzerine olumlu etkisini ortaya koymuştur. Bu olumlu etkinin önemli bir değişiklik olup olmadığı Wilcoxon İşaretli Sıralar testi ile de ölçüldü ve ön test (Mdn=3.50) ve son test sonuçları arasında önemli bir fark bulunmuştur, Mdn=2.50, z = -3.601, p<.05.

4.4. Araştırma Sorusu 4: Mobile teknolojiler üzerine hazırlanmış çevrimiçi kursunu almadan once ve sonrasında, İngilizce öğretmenlerinin mobil öğrenmeyi, İngilizce öğretme süreçlerine entegre etmelerinde önemli bir farklılık var mıdır?

İngilizce öğretmenlerinin mobil öğrenmeyi, İngilizce öğretme süreçlerine entegre etmelerinde önemli bir farklılık olup olmadığı kullanılan anketin dördüncü kısmındaki 18, 19, 20, 21, 22, 23, 24 ve 25. sorular ile ölçülmüştür. 18. soruya göre katılımcılar öğrencilerin mobil uygulamaları öğrenme süreçlerinde nasıl kullanılabileceklerini rahatlıkla öğrenebileceğini, 23. Soru ise katılımcıların kendi dersleriyle ilgili olarak kullanılan herhangi bir dökümanın ya da aktivitelerin öğrencilere mobil araçlarla sunulmasını istediklerini göstermektedir (%80 den fazla). Ayrıca, katılımcılar öğrenme ve öğretme süreçlerinde farklı mobil uygulamaları kullanmak için hevesli olduklarını belirtmiştir. Son test sonuçlarına bakıldığında da, katılımcıların bu maddelere verdikleri cevaplar olumlu bir eğilim göstermiştir. Bu kursun öğretmenlerin cevapları üzerinde önemli bir değişikliğe sebep olup olmadığı Wilcoxon İşaretli sıralar testiyle ölçülmüş olup, ön test (Mdn=2.80) ve son test arasında önemli bir farklılık bulunmuştur, Mdn=3.90, z = -3.640, p<.05

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4.5. Araştırma Sorusu 5: Mobile teknolojiler üzerine hazırlanmış çevrimiçi kursunu almadan once ve sonrasında, İngilizce öğretmenlerinin mobil öğrenmenin faydası ve kullanım kolaylığı hakkındaki algılarında önemli bir değişiklik var mıdır?

İngilizce öğretmenlerinin mobil öğrenmenin faydası hakkındaki algılarında önemli bir değişiklik olup olmadığı kullanılan anketin dördüncü kısmındaki 7,8,9,10,11 ve 12. sorular ile ölçülmüştür. Ön test sonuçlarına göre, katılımcılar öğrencilerin öğrenme süreçlerinde mobil araçları kullanmalarını istemekte ve sınıf içi aktiviteleri, quizleri ya da ders ile ilgili dökümanlara, materyallere mobil araçlar ile erişim sağlamaları gerektiğini belirtmişlerdir.

Son test sonuçlarına bakıldığında, katılımcılar mobil öğrenmenin öğrencilerin öğrenim süreçlerine katkı sağlayacağını belirterek, mobil öğrenme ile ilgili düşünceleri daha olumlu bir eğilim göstermiştir. Ön test ve son test arasındaki bu olumlu değişimin önemli bir farklılık olup olmadığı, yine Wilcoxon İşaretli Siralar testi ile ölçülmüş olup, ön test (Mdn=2.75) ve son test arasındaki farkın önemli olduğu ortaya çıkmıştır, Mdn=4.00, z = -3.852, p<.05.

İngilizce öğretmenlerinin mobil öğrenmenin kullanım kolaylığı hakkındaki algılarında önemli bir değişiklik olup olmadığı ise, anketin dördüncü bölümündeki 13, 14, 15, 16 ve 17. Sorular ile ölçülmüştür. Ön test sonuçlarına göre katılımcılar mobil uygulamaları kolaylıkla öğrenme süreçlerinde kullanabileceklerini ve mobil uygulamaları kendi öğrenme süreçlerine entegre ederken büyük bir zorluk yaşamayacaklarını belirtmişlerdir. Son test sonuçlarına bakıldığında katılımcıların verdiği cevaplar daha olumlu bir eğilim göstermiş olup, bu olumlu değişimin önemli bir fark olup olmadığı Wilcoxon İşaretli sıralar testi ile de ölçülmüştür. Bu test sonucuna göre, katılımcıların ön test (Mdn=2.60) ve son test sonuçları arasında önemli bir fark olduğu ortaya çıkmıştır, Mdn=3.80, z = -3.919, p<.05.

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4.6. Araştırma Sorusu 6: Mobile teknolojiler üzerine hazırlanmış çevrimiçi kursunu almadan once ve sonrasında, İngilizce öğretmenlerinin mobil öğrenmenin öğrencilerinin derse katılımı üzerine önemli bir etkisi olup olmadığı hakkındaki düşüncelerinde önemli bir farklılık var mıdır?

İngilizce öğretmenlerinin mobil öğrenmenin öğrencilerinin derse katılımı üzerine önemli bir etkisi olup olmadığı hakkındaki düşüncelerinde önemli bir farklılık olup olmadığı kullanılan anketin dördüncü bölümündeki 1, 2, 3, 4, 5 ve 6. Sorular ile ölçülmüştür. Ön test sonuçlarına bakıldığında, katılımcıların mobil öğrenmenin öğrencilerin sınıf içi aktivitelere katılımına olumlu etkisi olacağını düşünürken, sınıf dışı aktivitelere pek bir etkisi olmayacağını düşündüklerini göstermiştir. Son test sonuçlarına baktığımızda ise bu kursa katıldıktan sonra, öğretmenler mobil öğrenmenin öğrencilerin ders ile ilgili sınıf dışı katılımlarını da olumlu bir şekilde etkileyeceğini düşündükleri ortaya çıkmıştır. Bu aradaki olumlu farkın önemli olup olmadığı, Wilcoxon İşaretli Sıralar testi ile ölçülmüş olup, ön test (Mdn=2.45) ve son test sonuçları arasında önemli bir fark bulunmuştur, Mdn=3.90, z = -3.817, p<.05.

4.7. Araştırma Sorusu 7: Çevrimiçi kursu tamamladıktan sonra İngilizce öğretmenleri kursta öğretilen mobil uygulamaları derslerinde ne derece kullanabiliyorlar?

Çevrimiçi kursu tamamladıktan sonra İngilizce öğretmenleri kursta öğretilen mobil uygulamaları derslerinde ne derece kullanabildikleri sınıf içi gözlemlerle ölçülmüştür. Gözlemler araştırmacı tarafından sınıf içi gözlem formu aracılığıyla, derslere herhangi bir müdahale yapılmadan yapılmıştır. Sınıf gözlemlerinde kullanılan uygulamalar Plickers, Padlet ve Quizlet’ti. Öğretmenler ayrıca sınıf tahtası, projektör ve dizüstü bilgisayar kullanmıştır. Ders sırasında, öğretmenler mobil uygulamaları kelime tekrarı ve yeni bilgi sunmak için kullandılar. Örneğin, A öğretmeni Plickers’ı okuduğunu anlama dersinden önce kelime öğretiminde,

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bilinmeyen altı kelimenin anlamlarını öğrencilere öğretmek için kullanmıştır. A öğretmeni ise Quizlet’i dersin sonunda öğretilen kelimeleri tekrar etmek için kullandı. Son olarak öğretmen C padleti dersin konusuyla ilgili öğrencilerin sunduğu fikirleri beyin haritasında göstermek için kullandı.

Gözlenen dersler boyunca, tüm öğretmenler öğrenci merkezli bir yaklaşımla derslerini işlemişlerdir. Ayrıca, öğrenciler derslerde genel olarak aktif bir katılımcı olup, dersler boyunca dersin işlenişine katkıda bulunmuşlardır.

Öğretmenlerin gözlenen dersler öncesi hazırlıkları düşünüldüğünde, hepsinin de genel olarak derse hazırlıklı oldukları görüldü ve özellikle bu kurs öncesi teknolojiyi derslerine pek entegre etmeyen öğretmen B’nin daha fazla bir çaba gösterdiği anlaşılmıştır. Teknolojinin kullanıldığı bu derslerde, deneyimi fazla olan öğretmenin teknolojik olarak herhangi bir aksaklık çıktığında, derste oluşabilecek kargaşayla daha iyi çözümler bulduğu görülmüştür.

4.8. Araştırma Sorusu 8: Çevrimiçi kursa katılan öğretmenlerin, bu kurs hakkındaki düşünceleri nelerdir?

Çevrimiçi kursa katılan öğretmenlerin bu kurs ile ilgili düşünceleri, kurs tamamlandıktan sonra üç öğretmenle yapılan mülakatlarla toplanmıştır.Bu mülakatlarda öğretmenlerin bu kurs ile ilgili olumlu ya da olumsuz düşünceleri sorulan beş soruyla toplanmıştır

Mülakatlardaki ilk soru öğretmenlerin genel olarak bu kurs ile ilgili en çok sevdikleri şeyin ne olduğu ile ilgiliydi. Öğretmenler, genel olarak kurstaki birçok şeyi sevdikleri belirtmelerinin yanı sıra, özellikle kurs boyunca farklı mobil uygulamaların gösterilmesini daha fazla beğendiklerini belirtti. Ayrıca, herhangi

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bir uygulamanın gösterilmesi için kursa eklenen görüntülü ve yazılı materyallerin olması, hedef uygulamaların daha iyi öğrenilmesini sağladıklarını belirttiler.

Mülakatlardaki ikinci soru öğretmenlerin bu kurs ile ilgili en az sevdikleri şeyle ilgiliydi. Genel olarak öğretmenler sevmedikleri birşeyin olmadığını belirtmekle birlikte, ders gözlemlerinden sonra araştırmacıdan herhangi bir geri bildirim almamanın bir dezavantaj olduğunu belirtti. Üçüncü soru olarak öğretmenlere kurs içerisindeki herhangi bir problem ya da zorluk yaşadıkları noktalar soruldu. Bu konuyla ilgili olarak, sorun yaşamadıklarını söylemelerinin yanında, kurs içerisinde teknolojinin yetkin bir şekilde kullanıldığı herhangi bir sınıf videosunun kursta paylaşılmasının daha iyi olacağını belirttiler. Bu sorunun ileriki kurslarda çözümüyle ilgili olarak dördüncü soruya cevap olarak böyle bir gerçek ders videosunun kursa eklenmesini ve ayrıca kurs sonunda araştırmacının onları gözlemlemelerinin yanı sıra onların da birbirlerini gözleme şansının verilmesini istediler. Son olarak da öğretmenlere bu kurs ile ilgili ileride yapılmasını istedikleri herhangi bir değişiklik olup olmadığı soruldu. Öğretmenler, bu çevrimiçi kursun bu şekliyle kendilerine yararlı olduğunu, özellikler farklı uygulamaların farklı destek dökümanlarla onlara sunulmasını çok beğenmekle birlikte, birbirlerinin derslerini gözlemenin ve ders gözlemleri sonrasında araştırmacıdan geribildirim almanın onların şuan ki teknoloji kullanma yeterliliklerini daha fazla artıracağını belirtti.

5. TARTIŞMA VE ÖNERİLER

Bu çalışmadaki ilk araştırma sorusu mobil teknolojiler üzerine olan kursu geliştirmek için İngilizce öğretmenlerinin ihtiyaçlarını belirlemeyi amaçlamıştır. Elde edilen sonuçlara göre katılımcıların mobil teknolojileri kullanmakta bazı deneyimleri olmasına rağmen, mobil uygulamaları genellikle derslerinde kullanmadıkları görülmüştür. Herhangi öğretmen gelişimi programı geliştirirken,

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öncesinde ihtiyaç analizi yapılması önemli bir rol oynamaktadır. İhtiyaç analiziyle öğretmenlerin ihtiyaçlarına yönelik daha etkin bir program geliştirilebilir (Richards vd, 1992). For Alldhali (2002)’nin yaptığı bir çalışmada fen bilgisi alanındaki kadın öğretmenlere bir gelişim programı geliştirilmiştir. Bu çalışmada ihtiyaç analizi yapılıp, elde edilen sonuçlara göre öğretmenlerin bilgisayar, internet ve sanal gerçeklik üzerine bir gelişim programının geliştirilmesi uygun bulunmuştur. Unal ve Öztürk (2002) ün bir başka çalışmasında kullanılan gelişim programının öğretmen ihtiyaçlarını karşılamadığı için etkili olmadığı anlaşılmıştır.

İkinci araştırma sorusu, İngilizce öğretmenlerinin mobil öğrenmeyi kabul seviyesini bulmaya yöneliktir. Bu çalışmanın öncesinde, katılımcılar genel olarak mobil öğrenmenin derslere entegrasyonunun ders kalitesini artıracağını düşünmelerine rağmen, bu entegrasyonun büyük bir çaba gerektiğini düşünerek, negatif bir eğilim göstermişlerdir. Literatür taraması yapıldığında, bu çalışmadaki gibi mobil teknolojiler üzerine tamamlanan bir kursun, öğretmenlerin mobil öğrenme kabul seviyelerine olan etkisi üzerine yapılan çok az bir çalışma bulunmaktadır. Çalışmalar genellikle, mobil öğrenme kabul seviyelerinin alt başlıkları arasındaki kıyaslamalara yöneliktir. Bu yüzden bu çalışmada, literatürle mobil öğrenme seviyelerine etkisi üzerine bir karşılaştırma yapılmadan tartışılmıştır. Fakat yine de bir örnek verilmesi gerektiğinde, literatürdeki bazı çalışmalarla ortak sonuç bulunmuş olup, bu çalışmada İngilizce öğretmenlerinin mobil öğrenme kabul seviyelerinde olumlu bir değişiklik görülmüştür (Vankatesh v.d., 2003; Jairak, Praneetpolgrang ve Mekhabunchij, 2009; Wang, Wu ve Wang, 2009).

Üçüncü araştırma sorusu, İngilizce öğretmenlerinin mobil teknolojileri kullanabilme yeterlilikleri üzerine odaklanmıştır. Bu çalışmada elde edilen sonuçlara göre, çevrimiçi kurs tamamlandıktan sonra, öğretmenlerin yeterlilikleri artmıştır. Bu sonuçla ilişkili olarak, Dexter, Anderson ve Becker (1995, as cited

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in Ertmer et al., 2003), öğretmenlerin neden ve nasıl teknolojiyi kullanmaları gerektiğinin önemini vurgulamıştır. Bu çalışmada, katılımcılar ilk başta araştırmacıdan her bir uygulama için bir destek beklemiş olsalar da, kursu tamamladıktan sonra bu beklentileri azalmıştır. Bu açıdan da Yıldırım (2000) öğretmenlerin teknoloji kullanmalarını desteklemenin en iyi yolunun, onların teknoloji kullanımı yeterliliklerini geliştirmek olduğunu belirtmiştir. Bir diğer çalışmada, Ertmer v.d. (2003) öğretmenler ne kadar teknoloji hakkında bilgi sahibi olursa, teknolojiyi o kadar etkili derslerine entegre edebileceklerini bulmuştur. Chao (2003) ise öğretmenlerin yeterliliklerinin gelişmesi onların teknolojiyi derslerinde kullanmalarında olumlu bir etki yaratacağını söylemiştir.

Dördüncü araştırma sorusu, İngilizce öğretmenlerinin, çevrimiçi kursu tamamladıktan sonra mobil öğrenmeyi derslerine entegre etme üzerine tutumlarına etkisini bulmaya çalışmıştır. Sonuçlara göre,öğretmenler mobil öğrenmenin derslere entegre edilmesi,öğrenciler için yararlı olacağını düşünmektedirler ve bu yüzden mobil öğrenmeyi derslerine entegre etmekte hevesli olduklarını belirtmişlerdir. Jayachandran (2009), teknoloji entegrayonu üzerine yaptığı bir çalışmada, öğretmenlerin teknolojiyi derslerinde kullanmak için hevesli olduklarını ifade etmiştir. Aynı şekilde, Ince (2015) kendi çalışmasında, teknoloji ile birlikte yapılan derslerin İngilizce öğretimini olumlu yönde etkileyeceğini bulmuştur.

Beşinci araştırma sorusunda, İngilizce öğretmenlerinin mobil öğrenmenin yararlılığı ve kullanım kolaylığı hakkındaki düşüncelerini bulmayı amaçlamıştır. Sonuçlara göre, öğretmenler mobil öğrenmenin öğrencilerin öğrenim sürecine olumlu bir etkisi olacağını düşünmüş ve öğrencilerin mobil öğrenmeyi rahatlıkla kendi öğrenme süreçlerine entegre edebileceklerini göstermiştir.

Bu sonuçlarla tutarlı olarak, Song (2008) çalılmasında mobil öğrenmenin öğrencilerin kelime öğrenme süreçlerini olumlu etkilediğini bulmuştur. Ayrıca,

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Cavus ve Ibrahim (2009)’in çalışmalarında, cep telefonu kullanılarak öğrenciler hedef kelimeleri daha iyi öğrenmişlerdir. Bunların yanı sıra, Stockwell (2007) tarafından yapılan çalışmada, mobil araçların öğrencilerin kelime başarılarında bir etkisi olmadığını belirtmiştir.

Altıncı araştırma sorusu, İngilizce öğretmenlerinin mobil öğrenmenin öğrencilerin derse katılımıyla ilgili herhangi bir etkisinin olup olmadığı hakkındaki düşüncelerini bulmayı amaçlamıştır. Buna göre, öğretmenler mobil öğrenmenin öğrencilerin sınıf dışı aktivitelere katılımını, sınıf içi katılımları kadar etkilemeyeceğini düşünmektedirler. Bu düşüncelerindeki sebep, öğrencilerin sınıf dışı çalışmalarında, kendi motivasyonları ve öğrenme hevesliliğinin etkisi olabilir. Bu sonuçlarla tutarlı olarak, Vallance ve Martin (2008) teknoloji destekli geliştirilen kurslar, öğrencilerin derse katılımını artırdığını bulmuştur. Ayrıca, Guenther v.d. (2008) ve Wyatt v.d. (2010) mobil öğrenme sayesinde ders içerisinde ve dışında öğrenciler arası iş birliğine dayalı öğrenmenin daha etkin yapıldığını belirtmişlerdir. Yedinci araştırma sorusu İngilizce öğretmenlerinin çevrimiçi kursu tamamladıktan sonra hedef mobil uygulamaları ne derece derslerine entegre edebildiklerini bulmayı amaçlamıştır. Yapılan ders gözlemlerinde, öğretmenlerin teknoloji destekli derslerde daha hazırlıklı olduğu bulunmuş olup, derslerin ön ve son aktiviteleri şeklinde, etkili bir şekilde derslerine mobil uygulamaları entegre edebildikleri gözlenmiştir. Ayrıca bu derslerde öğrenciler daha katif bir katılım göstermişlerdir. Bu sonuçlarla ilişkili olarak, Lee (2000), teknoloji kullanarak öğretmenlerin daha öğrenci merkezli dersler planladığını belirtmiştir.

Son olarak sekizinci araştırma sorusu, katılımcıların çevrimiçi kurs ile ilgili olumlu ya da olumsuz düşüncelerini öğrenmeyi amaçlamıştır. Mülakatlarda elde edilen sonuçlara göre, katılımcılar genel olarak kurstan memnun kalmış olup, ileride bu kurs içerisine birbirlerini gözleyebilecek fırsatın verilmesini teknolojinin etkin kullanıldığı bir videonun eklenmesini istemişlerdir. Ayrıca bu

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kursa katıldıktan sonra, mobil uygulamaları derslerinde kullanmak için daha hevesli olduklarını belirttiler. Bu amaçla, Brennan (1991) öğretmenlerin teknoloji kullanımları hakkındaki tutumlarının etkin bir eğitim programıyla geliştirileceğini belirtmiştir. Ayrıca, Lawless ve Pellegrini (2007) etkin bir eğitim programının öğretmenlerin teknolojiyi derslerinde daha yetkin olarak kullanmalarını sağlayacağını ifade etmiştir.

Bu çalışmadaki elde edilen tüm sonuçlar ve öneriler gözönüne alındığında, günümüzdeki öğrenciler düşünüldüğünde, teknolojinin derslere entegrasyonun artırılması gerektiği görülmektedir. Bunun için de öğretim programlarına ve öğrenci başarısı değerlendirme süreçlerine teknoloji de bir şekilde eklenmelidir.

Bu çalışmada öğretmenlerin mobil öğrenmeyi kabul seviyeleri genel olarak incelenmiş olup, mobil öğrenmenin alt boyutlarına bakılmamıştır. İlerideki çalışmalarda bu alt boyutlar birbirleri ile karşılaştırılarak, çevrimiçi kursun etkisine bakılabilir.

Çevrimiçi kursta, öğretmenlere, ayırabilecekleri zaman düşünüldüğünde, 6 haftalık bir kurs hazırlanmıştır fakat kurs içerisindeki bazı haftalarda sunuluna uygulamalar sayı olarak diğerlerinden fazladır. Ileride bu fazla olan uygulamalar başka haftalara eklenip, kursun süresi uzatılarak, öğretmenlerin öğrenme sürecindeki yükü azaltılabilir.

Katılımcılar, çevrimiçi kursu tamamladıktan sonra ders planlayıp, bu dersler gözlenmiştir. Halbuki kurs başlamadan önce de ne derece mobil uygulamaları kullandıklarını bilebilmek ve araştırma sonunda karşılaştırma yapabilmek için, ileride yapılacak araştırmalarda kurs başlamadan önceki dersleri de gözlenebilir.

Ders gözlemleriyle ilgili olarak, bu öğretmenlerin sadece kursu tamamladıktan sonraki dersleri gözlenmiştir. İleride, kursu tamamladıktan belirli bir süre sonra

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da öğrendikleri uygulamaları ne kadar kullandıklarını görmek için, gözlemler yapılabilir.

Bu çalışmada, öğretmenlerin dersleri sadece araştırmacı tarafından gözlenmiştir. İleriki çalışmalarda, katılımcılara da birbirlerinin derslerini gözleme fırsatı verilebilir.

Son olarak da bu çalışma, belirli bir çalışma ortamında yapılmış olup, sonuçları, diğer çalışma ortamları ya da İngilizce öğretmenlerinin yeterlilikleriyle kıyaslanamamaktadır. Bu çalışma özel bir üniversitede yapılmıştır. İlerki araştırmalarda, buna benzer çalışma hem devlet hem de özel üniversitelerde yapılıp, sonuçlar karşılaştırılabilir.

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J. Thesis Permission Form/Tez İzin Formu

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