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Tracing 'Technology' in the Recent ELT Master's Theses and PhD Dissertations in Türkiye

Year 2023, Volume: 6 Issue: 2, 69 - 78, 31.12.2023

İsmail Yaman

Abstract

Technology has displayed an unprecedented evolution especially in the last two decades and had remarkable effects in various fields including English language teaching (ELT). Key aspects such as teaching language skills, ELT methodology, testing language skills, materials development, and so on all have been influenced by the non-stop technological developments. Technological trends such as smartboards, smartphones, tablets, mobile applications, augmented reality, virtual reality, and the most recent artificial intelligence issue all have had certain reflections on both the practice and research dimensions of ELT. The current study aims to explore the reflections of technology-related issues on the recent ELT research in Türkiye. To this end, the contents of over 114 PhD dissertations and 625 master's theses written on ELT at Turkish universities between 2018 and 2022 have been analysed in terms of technology coverage and other several relevant variables. The findings suggest a remarkable and rising trend to the favour of research on the integration of technology into ELT at graduate schools at Turkish universities.

Keywords

English language teaching technology research thesis dissertation

References

  • Altınbaş, M. E. (2018). The use of multiplayer online computer games in developing efl skills. Unpublished Master’s Thesis. Middle East Technical University.
  • Arifani, Y. (2019). The application of small WhatsApp groups and the individual flipped instruction model to boost EFL learners’ mastery of collocation. CALL-EJ, 20(1), 52-73.
  • Aslandemir, M. (2020). The use of Web 2.0 tools for ESP vocabulary teaching and their effectiveness on Generation Z. Unpublished Master’s Thesis. Bahçeşehir University.
  • Ağgün, N. (2018). Tailoring blended instruction to underachieving language learners in order to enhance their productive language skills. Unpublished PhD dissertation. Çağ University.
  • Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (18. Baskı). Ankara: Pegem Yayınları.
  • Chen, Y. C. (2022). Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety. Computer Assisted Language Learning, 1-25.
  • Cilliers, J., Fleisch, B., Kotze, J., Mohohlwane, N., Taylor, S., & Thulare, T. (2022). Can virtualreplace in-person coaching? Experimental evidence on teacher professionaldevelopment and student learning. Journal of Development Economics, 155, 102815.
  • CoHE (n.d.). Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Dhaif, H. A. (1989). Can computers teach languages? English Teaching Forum, 27(3), 17-19.
  • Glesne, C. (2013). Nitel araştırmaya giriş (Trans. A. Ersoy & P. Yalçınoğlu). Ankara: Anı Yayıncılık.
  • Groves, M., & Mundt, K. (2015). Friend or foe? Google Translate in language for academic purposes. English for Specific Purposes, 37, 112-121.
  • Hockly, N. (2012). Mobile learning. ELT Journal, 67(1), 80-84.
  • ______ (2023). Artificial Intelligence in English Language Teaching: The Good, the Bad and the Ugly. RELC Journal, 54(2), 445-451.
  • Karakaya Yıldırım, N. (2019). In-service efl teacher's research experiences in an online professional learning community: A qualitative multiple case study. Unpublished PhD dissertation. Middle East Technical University.
  • Kazu, İbrahim Y., & Issaku, Y. (2021). The opinion of ELT students on technology-based classroom approach. Focus on ELT Journal, 3(1), 33–42. https://doi.org/10.14744/felt.2021.000436
  • Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157-165.
  • Li, R. (2023). Effects of mobile-assisted language learning on EFL learners' listening skill development. Educational Technology & Society, 26(2), 36-49.
  • Lin, P. (2022). Developing an intelligent tool for computer-assisted formulaic language learning from YouTube videos. ReCALL, 34(2), 185-200.
  • Meniado, J. C. (2023). Digital Language Teaching 5.0: Technologies, Trends and Competencies. RELC Journal, 54(2), 461-473. https://doi.org/10.1177/00336882231160610
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis : an expanded sourcebook. CA: SAGE Publications.
  • OpenAI (n.d.). ChatGPT. https://chat.openai.com
  • Sert, N., & Boynueğri, E. (2016). Digital technology use in ELT classrooms and self-directed learning. World Journal on Educational Technology: Current Issues, 8(1), 51-57. https://doi.org/10.18844/wjet.v8i1.501
  • Şensöz, M. Z. & Erdemir, N. (2022). A Systematic Review of Graduate Studies on Flipped Classrooms in English Language Teaching in Turkey. ELT Research Journal, 11(1), 1-15.
  • Thornton, P. & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21(3), 217-228.
  • Toyoda, E. (2001). Exercise of learner autonomy in project-oriented CALL. CALL-EJ, 2(2), 1-14.
  • Uluyol, A. (2021). A study on the professional self-efficacy perceptions and burnout levels of english language teachers of distance education in the process of covid19. Unpublished Master’s Thesis. Süleyman Demirel University.
  • Yaman, İ., Şenel, M., & Yeşilel, D. B. A. (2015). Exploring the extent to which ELT students utilise smartphones for language learning purposes. South African Journal of Education, 35(4), 1-9.
  • Yaşar, B. (2021). The effects of online teaching on the emotional state, online readiness, and perceived identity among English preparatory program instructors. Unpublished Master’s Thesis. Bahçeşehir University.
  • Walker, A., & White, G. (2013). Technology enhanced language learning: Connecting theory and practice-Oxford handbooks for language teachers. Oxford University Press.
  • Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71.
  • Warschauer M., Shetzer H., Meloni C. (2000). Internet for English teaching. Alexandria, VA: TESOL Publications.
  • White, J., & Mills, D. J. (2014). Examining attitudes towards and usage of smartphone technology among Japanese university students studying EFL. CALL-EJ, 15(2), 1-15.
  • Yıldırım, A. & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.

Year 2023, Volume: 6 Issue: 2, 69 - 78, 31.12.2023

İsmail Yaman

Abstract

References

  • Altınbaş, M. E. (2018). The use of multiplayer online computer games in developing efl skills. Unpublished Master’s Thesis. Middle East Technical University.
  • Arifani, Y. (2019). The application of small WhatsApp groups and the individual flipped instruction model to boost EFL learners’ mastery of collocation. CALL-EJ, 20(1), 52-73.
  • Aslandemir, M. (2020). The use of Web 2.0 tools for ESP vocabulary teaching and their effectiveness on Generation Z. Unpublished Master’s Thesis. Bahçeşehir University.
  • Ağgün, N. (2018). Tailoring blended instruction to underachieving language learners in order to enhance their productive language skills. Unpublished PhD dissertation. Çağ University.
  • Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (18. Baskı). Ankara: Pegem Yayınları.
  • Chen, Y. C. (2022). Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety. Computer Assisted Language Learning, 1-25.
  • Cilliers, J., Fleisch, B., Kotze, J., Mohohlwane, N., Taylor, S., & Thulare, T. (2022). Can virtualreplace in-person coaching? Experimental evidence on teacher professionaldevelopment and student learning. Journal of Development Economics, 155, 102815.
  • CoHE (n.d.). Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Dhaif, H. A. (1989). Can computers teach languages? English Teaching Forum, 27(3), 17-19.
  • Glesne, C. (2013). Nitel araştırmaya giriş (Trans. A. Ersoy & P. Yalçınoğlu). Ankara: Anı Yayıncılık.
  • Groves, M., & Mundt, K. (2015). Friend or foe? Google Translate in language for academic purposes. English for Specific Purposes, 37, 112-121.
  • Hockly, N. (2012). Mobile learning. ELT Journal, 67(1), 80-84.
  • ______ (2023). Artificial Intelligence in English Language Teaching: The Good, the Bad and the Ugly. RELC Journal, 54(2), 445-451.
  • Karakaya Yıldırım, N. (2019). In-service efl teacher's research experiences in an online professional learning community: A qualitative multiple case study. Unpublished PhD dissertation. Middle East Technical University.
  • Kazu, İbrahim Y., & Issaku, Y. (2021). The opinion of ELT students on technology-based classroom approach. Focus on ELT Journal, 3(1), 33–42. https://doi.org/10.14744/felt.2021.000436
  • Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157-165.
  • Li, R. (2023). Effects of mobile-assisted language learning on EFL learners' listening skill development. Educational Technology & Society, 26(2), 36-49.
  • Lin, P. (2022). Developing an intelligent tool for computer-assisted formulaic language learning from YouTube videos. ReCALL, 34(2), 185-200.
  • Meniado, J. C. (2023). Digital Language Teaching 5.0: Technologies, Trends and Competencies. RELC Journal, 54(2), 461-473. https://doi.org/10.1177/00336882231160610
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis : an expanded sourcebook. CA: SAGE Publications.
  • OpenAI (n.d.). ChatGPT. https://chat.openai.com
  • Sert, N., & Boynueğri, E. (2016). Digital technology use in ELT classrooms and self-directed learning. World Journal on Educational Technology: Current Issues, 8(1), 51-57. https://doi.org/10.18844/wjet.v8i1.501
  • Şensöz, M. Z. & Erdemir, N. (2022). A Systematic Review of Graduate Studies on Flipped Classrooms in English Language Teaching in Turkey. ELT Research Journal, 11(1), 1-15.
  • Thornton, P. & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21(3), 217-228.
  • Toyoda, E. (2001). Exercise of learner autonomy in project-oriented CALL. CALL-EJ, 2(2), 1-14.
  • Uluyol, A. (2021). A study on the professional self-efficacy perceptions and burnout levels of english language teachers of distance education in the process of covid19. Unpublished Master’s Thesis. Süleyman Demirel University.
  • Yaman, İ., Şenel, M., & Yeşilel, D. B. A. (2015). Exploring the extent to which ELT students utilise smartphones for language learning purposes. South African Journal of Education, 35(4), 1-9.
  • Yaşar, B. (2021). The effects of online teaching on the emotional state, online readiness, and perceived identity among English preparatory program instructors. Unpublished Master’s Thesis. Bahçeşehir University.
  • Walker, A., & White, G. (2013). Technology enhanced language learning: Connecting theory and practice-Oxford handbooks for language teachers. Oxford University Press.
  • Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31, 57-71.
  • Warschauer M., Shetzer H., Meloni C. (2000). Internet for English teaching. Alexandria, VA: TESOL Publications.
  • White, J., & Mills, D. J. (2014). Examining attitudes towards and usage of smartphone technology among Japanese university students studying EFL. CALL-EJ, 15(2), 1-15.
  • Yıldırım, A. & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
There are 33 citations in total.

Details

Primary Language English
Subjects Instructional Technologies
Journal Section Articles
Authors

İsmail Yaman 0000-0003-1323-4909

Publication Date December 31, 2023
Published in Issue Year 2023 Volume: 6 Issue: 2

Cite

APA Yaman, İ. (2023). Tracing ’Technology’ in the Recent ELT Master’s Theses and PhD Dissertations in Türkiye. International Journal of Computers in Education, 6(2), 69-78.
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