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Republic of Turkey Çağ University Institute of Social Sciences Department of English Language Education

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Republic of Turkey Çağ University Institute of Social Sciences Department of English Language Education i REPUBLIC OF TURKEY ÇAĞ UNIVERSITY INSTITUTE OF SOCIAL SCIENCES DEPARTMENT OF ENGLISH LANGUAGE EDUCATION THE EFFECTS OF USING QUIZLET ON VOCABULARY ENHANCEMENT OF TERTIARY LEVEL ESP LEARNERS THESIS BY Mahmut Sami ARSLAN Supervisor: Dr. Meryem MİRİOĞLU (Çukurova University) Member of Examining Committee: Dr. Seden TUYAN Member of Examining Committee: Dr. Zehra KÖROĞLU MASTER THESIS MERSIN / JUNE 2020 ii APPROVAL iii DEDICATION To my beloved wife, Merve ARSLAN To my dear parents, Mahmut and Fatma ARSLAN iv ETHICS DECLARATION 05 / 06 /2020 Mahmut Sami ARSLAN v ACKNOWLEDGEMENTS I sincerely would like to express my special gratitude to my supervisor Dr. Meryem MİRİOĞLU for her guidance, endless patience and encouragement in this long and tough journey. I would not be able to write my thesis without her support and contributions. I am greatly thankful to Dr. Seden TUYAN and Dr. Zehra KÖROĞLU for being a part of my examining committee and for their precious comments and suggestions. My deepest gratitude goes to my dear wife Merve ARSLAN for her sacrifice, love and care. I owe many thanks to my wife for encouraging and supporting me in my master studies with patience. My special thanks go to my colleagues Seyyid Sami TASA, Burak Demirkesen and Mehmet Emre Altınbaş, who have encouraged and helped me to overcome difficulties I faced in this study. Finally, I would like to thank the students at the Department of Pilotage at KTO Karatay University who participated study sincerely. Mahmut Sami ARSLAN vi ABSTRACT THE EFFECTS OF USING QUIZLET ON VOCABULARY ENHANCEMENT OF TERTIARY LEVEL ESP LEARNERS Mahmut Sami ARSLAN Master of Arts, Department of English Language Education Supervisor: Dr. Meryem MİRİOĞLU June 2020, 101 pages This study aims to investigate the effects of Quizlet online application on vocabulary development of tertiary level ESP students. The study also attempts to explore the perceptions of students about integrating Quizlet application into the learning and practicing of target vocabulary in ESP classes. In this research, a quasi- experimental research design was applied to determine the effectiveness of using Quizlet application and perceptions of students. In this regard, 40 Turkish ESP students who were studying in the department of Pilotage at a foundation university in Konya, Turkey were recruited as participants. They were then randomly allocated as control and experimental groups each having 20 participants. The control group participants received traditional instruction of vocabulary learning while the experimental group used Quizlet for vocabulary instruction. Three data gathering instruments were utilized; first pre- and post-tests were applied to reveal any possible differences between using Quizlet application over the traditional vocabulary instructions before and after the intervention. Second, a survey and semi-structured interview were conducted to the experimental group students to explore the students’ thoughts and perceptions on using Quizlet application. The obtained data revealed that utilizing Quizlet for targeted vocabulary learning had a significant influence on the experimental group students’ vocabulary enhancement when compared to those in the control group. The survey and face-to face semi-structured interview results showed that the experimental group students had positive perceptions toward Quizlet in their vocabulary learning process. Moreover, it was observed that Quizlet contributed to students’ study performance as well as their autonomy in vocabulary learning. Keywords: Vocabulary learning, Quizlet, MALL, ESP vocabulary learning. vii ÖZET QUIZLET KULLANIMININ ÖZEL AMAÇLI İNGİLİZCE ÖĞRENEN YÜKSEKÖĞRETİM ÖĞRENCİLERİNİN KELİME DAĞARCIĞI GELİŞİMLERİNE ETKİLERİ Mahmut Sami ARSLAN Yüksek Lisans Tezi, İngiliz Dili Eğitimi Anabilim Dalı Tez Danışmanı: Dr. Öğr. Üyesi Meryem MİRİOĞLU Haziran 2020, 101 sayfa Bu çalışma Quizlet online uygulamasının Özel Amaçlı İngilizce öğrenen yükseköğretim öğrencilerinin kelime dağarcığı gelişimleri üzerindeki etkilerini araştırmayı amaçlamaktadır. Çalışma aynı zamanda öğrencilerin Quizlet uygulamasını ESP sınıflarındaki hedef kelimeleri öğrenmeye ve pratik etmeye entegre etme konusundaki algılarını araştırmaya çalışmaktadır. Bu araştırmada Quizlet uygulamasının etkinliğini ve öğrencilerin algılarını belirlemek için yarı deneysel araştırma tasarımı uygulanmıştır. Bu bağlamda, Konya, Türkiye’deki bir vakıf üniversitesinde Pilotaj bölümünde okuyan, 40 Türk Özel Amaçlı İngilizce eğitimi öğrencileri katılımcı olarak dahil edilmiştir. Daha sonra rastgele olarak her biri 20 katılımcısı olan kontrol ve deney grupları olarak ayrılmıştır. Deney grubu katılımcıları kelime öğrenimlerinde Quizlet kullanırken, kontrol grubu katılımcıları geleneksel kelime öğrenimi eğitimi almışlardır. Veriler her iki gruba da ön ve son testler uygulandıktan sonra elde edildi ve Quizlet uygulaması ile geleneksel öğretim arasındaki farkların ortaya çıkarılmasına olanak sağladı. Ayrıca deney grubu öğrencilerine Quizlet uygulamasını kullanma konusundaki düşünce ve algılarını araştırmak için bir anket ve yarı yapılandırılmış görüşme uygulanmıştır. Elde edilen veriler, Quizlet’in kelime öğrenimi için kullanılmasının kontrol grubu öğrencileriyle karşılaştırıldığında, deney grubu öğrencileri üzerinde önemli bir etkisi olduğunu ortaya koymuştur. Anket ve yüz yüze yarı yapılandırılmış mülakat sonuçları öğrencilerin kelime öğrenme süreçlerinde Quizlet hakkında olumlu görüşlere sahip olduklarını göstermiştir. Ayrıca, Quizlet’in öğrencilerin kelime öğrenmedeki özerkliklerinin yanı sıra ders çalışma performanslarına da katkıda bulunduğu gözlendi. Anahtar Kelimeler: Kelime öğrenimi, Quizlet, Mobil Tabanlı Dil Öğrenimi, Özel Amaçlı İngilizce’de kelime öğrenimi. viii TABLE OF CONTENTS COVER ............................................................................................................................. i APPROVAL .................................................................................................................... ii DEDICATION ............................................................................................................... iii ETHICS DECLARATION ........................................................................................... iv ACKNOWLEDGEMENTS ........................................................................................... v ABSTRACT .................................................................................................................... vi ÖZET ............................................................................................................................. vii TABLE OF CONTENTS ............................................................................................ viii LIST OF TABLES ......................................................................................................... xi LIST OF FIGURES ...................................................................................................... xii LIST OF APPENDICES ............................................................................................. xiii CHAPTER I 1. INTRODUCTION 1.1. Introduction ........................................................................................................... 1 1.2. Statement of the Problem ...................................................................................... 1 1.3. Purpose of the Study and Research Questions ...................................................... 2 1.4. Significance of the study ....................................................................................... 3 1.5. Limitations of the Study ........................................................................................ 4 1.6. Functional Definitions of Terms ........................................................................... 4 CHAPTER II 2. LITERATURE REVIEW 2.1. Introduction ........................................................................................................... 6 2.2. The Importance of Vocabulary Learning .............................................................. 6 2.3. Vocabulary Learning Impediments of Second Language Learners ...................... 7 2.4. Vocabulary Teaching and Learning Strategies ..................................................... 8 2.4.1. Vocabulary Learning and Note-taking ...................................................... 12 2.4.2. Vocabulary Learning Using Digital Flashcards ........................................ 13 2.5. Vocabulary Retention.......................................................................................... 14 ix 2.6. ESP Vocabulary .................................................................................................. 15 2.6.1. ESP Vocabulary Teaching ........................................................................ 16 2.6.2. ESP Vocabulary Learning ......................................................................... 18 2.7. Using Technology in ESP Vocabulary Teaching................................................ 19 2.7.1. Computer-Assisted Language Learning (CALL) ...................................... 20 2.7.2. Mobile-Assisted Language Learning (MALL) ......................................... 23 2.8. Quizlet Online Application ................................................................................. 26 2.9. Related Studies on Quizlet .................................................................................. 31 CHAPTER III 3. METHODOLOGY 3.1. Introduction ........................................................................................................
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