DOES DYNED AFFECT STUDENTS’ ATTITUDES AND LANGUAGE SKILLS IN EFL? A CASE STUDY

• Authors: Shaikh Güler , Koçak Ömer , Göksu İdris
• Languages of publication: EN

Abstracts

EN

Computer-assisted language learning (CALL) is one of the developing approaches that can assist to improve the language skills (reading, writing, listening) of students in English as a foreign language (EFL). CALL has been used to teach EFL learners through language drills or skills practice to stimulate discussion and interaction, or as a tool to improve writing and research. This study aims to point out the effects of DynEd on attitudes and language skills in EFL of middle school students in Turkey. The study contributes to the area of EFL learning and fosters students’ perceptions of EFL. The sample of this study, which utilized an ex-post facto design, recruited 136 middle school students as participants. According to the results, it can be said that, in addition to the conventional teaching environment, the use of DynEd significantly improved both the language skills and attitudes of the students in EFL. However, DynEd did not make any difference in students’ attitudes towards EFL according to grade level and gender. Moreover, students using DynEd have expressed positive views about DynEd.

Keywords

EN

CALL; DynEd; EFL; computer-assisted instruction; language skills

• Publisher: IATEFL Poland Computer Special Interest Group & University of Nicosia
• Journal: Teaching English with Technology
• Year: 2021
• Volume: 21
• Issue: 1
• Pages: 75-93

Contributors

author

Shaikh Güler

• Ministry of Education, Mardin, Turkey

author

Koçak Ömer

• Ataturk University, Erzurum, Turkey

author

Göksu İdris

• Mardin Artuklu University, Mardin, Turkey

References

• Ajisoko, P. (2020). The use of Duolingo apps to improve English vocabulary learning. International Journal of Emerging Technologies in Learning (iJET), 15(7), 149-155.
• Alvarez-Marinelli, H., Blanco, M., Lara-Alecio, R., Irby, B. J., Tong, F., Stanley, K., & Fan, Y. (2016). Computer assisted English language learning in Costa Rican elementary schools: An experimental study. Computer Assisted Language Learning, 29(1), 103-126. https://doi.org/10.1080/09588221.2014.903977
• Aydoğmuş, M., & Kurnaz, A. (2017). Validity and reliability of middle school English course attitude scale. Journal of Research in Education, Science and Technology, 2(2), 14-24.
• Baş, G. (2010). Evaluation of DynED courses used in elementary schools from the views of teachers in Turkey. Journal of Language and Linguistic Studies, 6(1), 14-39.
• Baş, G., & Kuzucu, O. (2009). Effects of CALL method and DynED Language Programme on students’ achievement levels and attitudes towards the lesson in English classes. International Journal of Instructional Technology and Distance Learning, 6(7), 31-44.
• Baz, F. Ç., & Tekdal, M. (2014). Evaluation of computer based foreign language learning software by teachers and students. TOJET: The Turkish Online Journal of Educational Technology, 13(2), 71-78.
• Beatty, K. (2013). Teaching and Researching Computer-Assisted Language Learning. London: Routledge. https://doi.org/10.4324/9781315833774
• Blattner, G., & Fiori, M. (2009). Facebook in the language classroom: Promises and possibilities. International Journal of Instructional Technology and Distance Learning, 6(1), 17-28.
• Brierley, B., & Kemble, I. (1991). Computers as a Tool in Language Teaching. New York: Ellis Horwood.
• Brown, M., Castellano, J., Hughes, E., & Worth, A. (2012). Integration of iPads into a Japanese university English language curriculum. The JALT CALL Journal, 8(3), 193-205.
• Bulut-Özek, M., & Pektaş, M. (2016). Secondary school students’ attitude and motivations related to using DynEd learning English [Ortaokul öğrencilerinin İngilizce öğretiminde DynEd programını kullanmaya ilişkin tutum ve motivasyonları]. Journal of Instructional Technologies & Teacher Education, 5(1), 32-38.
• Burston, J. (2014). MALL: the pedagogical challenges. Computer Assisted Language Learning, 27(4), 344-357. https://doi.org/10.1080/09588221.2014.914539
• Chapelle, C. (1990). The discourse of computer-assisted language learning: Toward a context for descriptive research. TESOL Quarterly, 24(2), 199-225. https://doi.org/10.2307/3586899
• Chen, T. (2016). Technology-supported peer feedback in ESL/EFL writing classes: a research synthesis. Computer Assisted Language Learning, 29(2), 365-397. https://doi.org/10.1080/09588221.2014.960942
• Chinnery, G. M. (2006). Emerging technologies going to the MALL: Mobile assisted language learning. Language Learning & Technology, 10(1), 9-16.
• Chukharev-Hudilainen, E., & Saricaoglu, A. (2016). Causal discourse analyzer: Improving automated feedback on academic ESL writing. Computer Assisted Language Learning, 29(3), 494-516. https://doi.org/10.1080/09588221.2014.991795
• Citrayasa, V. (2019). Junior high school students’ lived experiences of learning English using Busuu. Indonesian EFL Journal, 5(2), 85-92. https://doi.org/10.25134/ieflj.v5i2.1900
• Cohen, L., Manion, L., & Morison, K. (2011). Research Methods in Education. New York: Routledge.
• Daskalovska, N. (2015). Corpus-based versus traditional learning of collocations. Computer Assisted Language Learning, 28(2), 130-144. https://doi.org/10.1080/09588221.2013.803982
• Dugard, P., & Todman, J. (1995). Analysis of pre‐test‐post‐test control group designs in educational research. Educational Psychology, 15(2), 181-198. https://doi.org/10.1080/0144341950150207
• DynEd. (n.d.). Retrieved July 15, 2019, from https://www.dyned.com/about-us/
• Ellsworth, G. K. (2015). Teacher and student perceptions of DynEd multimedia courseware: An evaluation of CALL in an American Technical College (Hamline University). Retrieved from https://digitalcommons.hamline.edu/hse_all/270
• Faria, A. M., Bergey, R., Baird, A. S., & Lishinski, A. (2019). Using technology to support English Language learners in higher education: A study of Voxy's effect on English Language proficiency. American Institutes for Research. Retrieved from https://files.eric.ed.gov/fulltext/ED596252.pdf
• Field, A. (2009). Discovering Statistics Using SPSS. London: SAGE Publications Inc.
• Godwin-Jones, R. (2011). Emerging technologies mobile apps for language learning. Language Learning & Technology, 15(2), 2-11.
• Goksu, I. Ozkaya, E. & Gunduz, A. (2020). The content analysis and bibliometric mapping of CALL journal. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2020.1857409
• Huang, H. (2015). From web-based readers to voice bloggers: EFL learners’ perspectives. Computer Assisted Language Learning, 28(2), 145-170. https://doi.org/10.1080/09588221.2013.803983
• Huang, J., & Wu, B. (2013). A research on the effectiveness of DynEd Computer-Assisted English language learning – taking Ningbo Polytechnic as an example. Pacific Rim Objective Measurement Symposium (PROMS) 2012 Conference Proceeding, 155-177. https://doi.org/10.1007/978-3-642-37592-7_12
• Huang, S. H., & Liu, I. H. (2020). A study of applying computer-assisted language learning to English course for junior college students in Taiwan. Journal of Robotics, Networking and Artificial Life, 7(3), 199-203. https://doi.org/10.2991/jrnal.k.200909.012
• Huang, Y.-H., & Chuang, T.-Y. (2016). Technology-assisted sheltered instruction: Instructional streaming video in an EFL multi-purpose computer course. Computer Assisted Language Learning, 29(3), 618-637. https://doi.org/10.1080/09588221.2014.1000933
• Hubbard, P. (2009). Computer Assisted Language Learning: Critical Concepts in Linguistics. New York: Routledge
• Hung, Y.-W., & Higgins, S. (2016). Learners’ use of communication strategies in text-based and video-based synchronous computer-mediated communication environments: opportunities for language learning. Computer Assisted Language Learning, 29(5), 901-924. https://doi.org/10.1080/09588221.2015.1074589
• Hwang, W.-Y., Chen, H. S. L., Shadiev, R., Huang, R. Y.-M., & Chen, C.-Y. (2014). Improving English as a foreign language writing in elementary schools using mobile devices in familiar situational contexts. Computer Assisted Language Learning, 27(5), 359-378. https://doi.org/10.1080/09588221.2012.733711
• Hwang, W.-Y., Shih, T. K., Ma, Z.-H., Shadiev, R., & Chen, S.-Y. (2016). Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer Assisted Language Learning, 29(4), 639-657. https://doi.org/10.1080/09588221.2015.1016438
• Inal, M., & Korkmaz, Ö. (2019). The effect of web based blended learning on students’ academic achievement and attitudes towards English course. Education and Information Technologies, 24(4), 2603–2619. https://doi.org/10.1007/s10639-019-09890-7
• Karaduman, G. (2018). Applicability of Connectivism-Based Micro-Learning in Foreign Language Learning: Voscreen Sample (Unpublished master's thesis). Eskişehir, Turkey: Anadolu University.
• Kılıçkaya, F. (2015). Computer-based grammar instruction in an EFL context: Improving the effectiveness of teaching adverbial clauses. Computer Assisted Language Learning, 28(4), 325-340. https://doi.org/10.1080/09588221.2013.818563
• Kohnke, L. (2019). Review of new technologies and language learning. Language Learning & Technology, 23(1), 36-39.
• Kung, S.-C., & Chuo, T.-W. (2002). Students’ perceptions of English learning through ESL/EFL websites. TESL-EJ, 6(1), A2. Retrieved from http://www.tesl-ej.org/wordpress/issues/volume6/ej21/ej21a2/
• Lai, C., Shum, M., & Tian, Y. (2016). Enhancing learners’ self-directed use of technology for language learning: the effectiveness of an online training platform. Computer Assisted Language Learning, 29(1), 40-60. https://doi.org/10.1080/09588221.2014.889714
• Lan, Y.-J., Chen, N. S., & Sung, Y.-T. (2017). Guest editorial: Learning analytics in technology enhanced language learning. Educational Technology & Society, 20(2), 158-160.
• Lawley, J. (2016). Spelling: computerised feedback for self-correction. Computer Assisted Language Learning, 29(5), 868-880. https://doi.org/10.1080/09588221.2015.1069746
• Lee, J. S. (2019). Quantity and diversity of informal digital learning of English. Language Learning & Technology, 23(1), 114-126. https://doi.org/https://doi.org/10125/44675
• Lee, L. (2019). Review of autonomous language learning with technology beyond the classroom. Language Learning & Technology, 23(1), 40-43.
• Liu, M., Moore, Z., Graham, L., & Lee, S. (2002). A look at the research on computer-based technology use in the second language: A review of literature from 1990-2000. The Journal of Research on Technology in Education, 34(3), 250-273. https://doi.org/10.1080/15391523.2002.10782348
• Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, 31(3), 293-311. https://doi.org/10.1017/S0958344019000065
• Loewen, S., Isbell, D. R., & Sporn, Z. (2020). The effectiveness of app‐based language instruction for developing receptive linguistic knowledge and oral communicative ability. Foreign Language Annals, 53(2), 209-233. https://doi.org/10.1111/flan.12454
• Luo, B. (2016). Evaluating a computer-assisted pronunciation training (CAPT) technique for efficient classroom instruction. Computer Assisted Language Learning, 29(3), 451-476. https://doi.org/10.1080/09588221.2014.963123
• Meri, S. (2012). Autonomous computer-assisted language learning: Turkish primary school students’ perceptions of Dyned software. International Conference ICT for Language Learning. Retrieved from https://conference.pixel-online.net/conferences/ICT4LL2012/common/download/Paper_pdf/396-IBT36-FP-Meri-ICT2012.pdf
• Munday, P. (2016). The case for using DUOLINGO as part of the language classroom experience [Duolingo como parte del curriculum de las clases de lengua extranjera]. RIED. Revista Iberoamericana de Educación a Distancia. 19(1), 83-101.
• Nushi, M., Shafeie, S., & Shafiei, M. (2017). Game-based teaching of stress placement on multi-syllabic English words. Journal of Teaching English Language Studies, 5(4), 46-64.
• Peeters, W. (2018). Applying the networking power of Web 2.0 to the foreign language classroom: A taxonomy of the online peer interaction process. Computer Assisted Language Learning, 31(8), 905-931. https://doi.org/10.1080/09588221.2018.1465982
• Prastikawati, E. F. (2019). Dyned programme as Computer Assisted Language Learning (CALL) for university students: A perception and its impact. International Journal of Emerging Technologies in Learning (IJET), 14(13), 4-20. https://doi.org/10.3991/ijet.v14i13.10448
• Rosell-Aguilar, F. (2017). State of the app: A taxonomy and framework for evaluating language learning mobile applications. CALICO Journal, 34(2), 243-258.
• Rosell-Aguilar, F. (2018). Autonomous language learning through a mobile application: A user evaluation of the Busuu app. Computer Assisted Language Learning, 31(8), 854-881. https://doi.org/10.1080/09588221.2018.1456465
• Salkind, N. J. (2010). Encyclopedia of Research Design. SAGE Publications, Inc. https://doi.org/http://dx.doi.org/10.4135/9781412961288
• Sauro, S., & Zourou, K. (2019). What are the digital wilds? Language Learning & Technology, 23(1), 1-7. https://doi.org/https://doi.org/10125/44666
• Şengel, E., Öncü, S., & Baltacı Göktalay, Ş. (2012). Attitudes and motivation of English language teachers concerning the DynEd system in secondary schools. E-Journal of New World Sciences Academy, 7(2), 516-525.
• Şengel, E., Öncü, S., & Baltacı Göktalay, Ş. (2014). Achievement in language learning: Effects of various computer assisted activities and computer literacy. H. U. Journal of Education, 29(1), 267-279.
• Shintani, N. (2016). The effects of computer-mediated synchronous and asynchronous direct corrective feedback on writing: A case study. Computer Assisted Language Learning, 29(3), 517-538. https://doi.org/10.1080/09588221.2014.993400
• Sun, Y.-C., & Yang, F.-Y. (2015). I help, therefore, I learn: service learning on Web 2.0 in an EFL speaking class. Computer Assisted Language Learning, 28(3), 202-219. https://doi.org/10.1080/09588221.2013.818555
• Sun, Z., Lin, C.-H., You, J., Shen, H. J., Qi, S., & Luo, L. (2017). Improving the English-speaking skills of young learners through mobile social networking. Computer Assisted Language Learning, 30(3-4), 304-324. https://doi.org/10.1080/09588221.2017.1308384
• Sung, D., & Yeh, C.-Y. (2012). Perceptions of using online technology in language education: An interview study with Taiwanese University students. Procedia - Social and Behavioral Sciences, 51, 405-410. https://doi.org/10.1016/j.sbspro.2012.08.180
• Vazquez-Calvo, B., Zhang, L. T., Pascual, M. A. P., & Cassany, D. (2019). Fan translation of games, anime, and fanfiction. Language Learning & Technology, 23(1), 49-71. https://doi.org/https://doi.org/10125/44672
• Yeh, H.-C. (2015). Facilitating metacognitive processes of academic genre-based writing using an online writing system. Computer Assisted Language Learning, 28(6), 479-498. https://doi.org/10.1080/09588221.2014.881384
• Yigit, C., & Özgan, H. (2011). Teachers’ opinions about how to use DynEd in an effective way. Qualitative Studies, 6(1), 87-95.
• Yiğit, A. M. (2012). Evaluating the problems encountered in the DynEd implementation and implications for ELT. Journal of Educational & Instructional Studies in the World, 2(4), 143-153.