Akademik Veri Yönetim Sistemi
Education and Information Technologies, 2024 (SSCI)
This study aims to compare and analyse the effects of context-based vocabulary activities with technology-assisted tools and printed materials on fourth-grade primary school students’ vocabulary knowledge and learning motivation. One of the quasi-experimental designs, the “pretest-posttest control group design”, was used in the study. There were two experimental groups and one control group. Technology-assisted context-based vocabulary activities were used in one of the experimental groups, and printed materials with context-based vocabulary activities were used in the other experimental group. The implementation was carried out in the control group according to the current Turkish curriculum. It was planned to teach vocabulary by utilising sentence and text context in context-based vocabulary activities. The research was conducted with students studying in three different fourth grade classes of a primary school, which were equivalent to each other according to the pre-tests. A total of 91 students from three groups (experimental-1: 30, experimental-2: 30, control: 31) participated in the study. The Vocabulary Knowledge Achievement Test (VKAT) developed by Yaşar-Sağlık (2022) and the Vocabulary Learning Motivation Scale (VLMS) developed by Genç-Ersoy and Belet-Boyacı (2018) were used in the study. After the pre-tests were applied, 14 lesson hours of interventions were carried out over 7 weeks. After the implementation, the process was finalised by applying post-tests. The data were analysed using one-way analysis of variance (ANOVA) on the difference in scores (post-test – pre-test). Also, the Tukey post hoc test was used to determine the source of the difference. In addition, partial eta squared (η2) values were calculated to determine effect sizes. As a result, it was found that context-based vocabulary activities conducted with technology-assisted tools and printed materials were significantly more effective in improving students’ vocabulary knowledge than the current Turkish curriculum. In addition, it was also revealed that technology-assisted activities were more effective in improving students’ vocabulary knowledge than the activities carried out using printed materials. In terms of vocabulary learning motivation, the results are slightly different. It was found that context-based vocabulary activities conducted with technology-assisted tools were significantly more effective in improving students’ vocabulary learning motivation than the current Turkish curriculum and the context-based vocabulary activities conducted with printed materials. In line with these results, it is recommended that technology-assisted context-based vocabulary activities be used to increase students’ vocabulary knowledge and learning motivation.