Akademik Veri Yönetim Sistemi
Tez Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Gazi Üniversitesi, Rektörlük, Gazi Üniversitesi, Türkiye
Tez Danışmanı: Zekiye Müge Tavil
Tezin Onay Tarihi: 2019
Tezin Dili: İngilizce
Özet:
The aim of the study is to investigate the effects of mobile technology on vocabulary achievement of A2 level English language learners and to find out the attitudes of the learners who extend their vocabulary knowledge using two different ways which are mobile assisted vocabulary application (MAVA) and vocabulary extension worksheets. For this aim, an experimental study is designed. An experimental group who uses the MAVA and a control group who studies vocabulary through worksheets are made up. Two different vocabulary tests are prepared in order to be used as a pre-test and post-test. Moreover, two different semi-structured interviews are prepared so as to find out the attitudes and opinions of the learners in both experimental and control group related to the two ways of vocabulary extension activities. The learners have attended for twelve-week general English course based on activities related to four skills (reading, writing, listening, speaking) and three sub-skills (vocabulary, grammar, pronunciation). That is, the lessons are designed in an integrated approach. The only difference between the two groups is the assignment given in order to develop their vocabulary. The experimental group has been assigned to study vocabulary via the MAVA; on the other hand, the control group has taken the vocabulary extension worksheets as homework. The results reveal that there is no significant difference between two groups in terms of achievement. Students from the both groups have relatively higher results from the post-test. Thus, it might be said that both vocabulary worksheets and the MAVA have positive effects on the students' achievement. When the subsections of the pre-test and post-test are analysed one by one, it is revealed that the students in the experimental group have relatively higher results from reading and pronunciation subsections of the post-test. It could be stated that the MAVA has more positive effects on the students' skills of recognizing words and pronouncing them correctly contrary to vocabulary worksheets. According to the qualitative data from interviews, students from both groups have a positive attitude related to their vocabulary extension activities which are used during the study. On the other hand, it might be stated that the MAVA has a superior feature which enables students to use it whenever and wherever they would like to. It is claimed that the MAVA is more convenient and ubiquitous for students to acquire new words and to practice them contrary to the vocabulary extension worksheets.