ERIC Number: EJ1247948
Record Type: Journal
Publication Date: 2020
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1916-4742
EISSN: N/A
The Effects of Pre-Service English Language Teachers' Making Vocabulary Learning Materials in Web-Supported Situated Learning Environment on Their Vocabulary Learning
Ünal, Kerim; Yelken, Tugba Yanpar
English Language Teaching, v13 n4 p52-75 2020
The aim of this study was not only to help pre-service English language teachers (PS-ELTs) to design vocabulary learning materials for a web-supported situated learning (SL) environment but also to have them learn the vocabulary they used to prepare those materials in the web-supported SL environment. Also, the effects of this process on the PS-ELTs' academic achievement, self-efficacy beliefs in designing situated learning environments (SEB-SLE), and technological pedagogical content knowledge self-confidence (TPACK-SC) were revealed. One of the advanced mixed-method designs, intervention design, was employed, and 56 PS-ELTs participated in the study. The data were collected via quantitative measurements (two scales, a vocabulary achievement test) and qualitative measurements (student diary, online messaging logs, open-ended interview form, and focus group interview records). For the quantitative data, independent samples t-test, related-samples t-test, and 2X3 repeated measures ANOVA test were used; for the qualitative data, content analysis. The results showed that there was a significant difference between the within-group gain scores and retention test scores in terms of the vocabulary achievement test and the SEB-SLE scale. However, despite a significant difference in the within-group gain scores in terms of the TPACK-SC scale, no significant difference was found between the post-test and retention test scores. Moreover, although both groups revealed no significant differences in the scores of the vocabulary achievement test and the TPACK-SC scale, the scores of the SEB-SLE scale showed a significant difference in favor of the treatment group. Related to the procedure, PS-ELTs highlighted that preparing vocabulary learning materials according to the web-supported SL model had a considerable effect on their vocabulary learning. Besides, the application process supported permanent learning and vocabulary knowledge development. What is more, the procedure helped them gain critical thinking, problem-solving, synthesis, and research skills as well as improving their TPACK.
Descriptors: Situated Learning, Content Analysis, Self Esteem, Vocabulary Development, Preservice Teachers, English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers, Web Based Instruction, Academic Achievement, Self Efficacy, Pedagogical Content Knowledge, Technological Literacy, Diaries, Student Attitudes, Achievement Tests, Language Tests, Computer Mediated Communication, Pretests Posttests, Retention (Psychology), Scores, Comparative Analysis, Material Development, Critical Thinking, Problem Solving, Research Skills, Teacher Education Programs, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A