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dc.contributor.authorAygül, Faruk
dc.contributor.authorÇakır, Recep
dc.date.accessioned2025-03-28T07:11:48Z
dc.date.available2025-03-28T07:11:48Z
dc.date.issued2024
dc.identifier.issn2687-5713
dc.identifier.urihttps://hdl.handle.net/20.500.12450/4923
dc.description.abstractThe purpose of this study is to develop a mobile learning application for teaching vocabulary learning in order to support English as a foreign language education and to test its effectiveness. In this study, carried out in two phases, the multi-phase mixed method, which allows using qualitative and quantitative methods, was used. In the first phase (Phase 1), a Mobile-Assisted Language Learning (MALL) application was developed. At this phase, the study group consists of 14 students who have previously taken English courses in web-supported learning environments at a university. In accordance with the ADDIE model, a needs analysis was carried out first, the application was developed in the light of the results and in line with the opinions of the field experts, and the application was finalized with pilot studies. In the second phase of the study (Phase 2), the effectiveness of the mobile learning application was tested. For this purpose, the effects of MALL application on students' academic achievement, technology acceptance and technological readiness were examined. For this study, an experimental study lasting four weeks was conducted using a quasi-experimental design. In the experimental study, whose study group consisted of 61 students taking English courses at the same university; as pre-test and post-test, achievement tests and scales were administered to the experimental and control groups. According to the data obtained from the study, it was found that the mobile assisted language learning environment is more effective than the web supported learning environment in terms of students’ academic achievement; however, no significant difference was observed on students' acceptance levels and readiness. As a result of the research, it is recommended that MALL applications should be used to support language learning. Additionally, it is thought that this study can be a guide for researchers who want to conduct studies for developing mobile-assisted language learning applications.
dc.language.isoengen_US
dc.publisherErtuğrul USTA
dc.relation.ispartofJournal of Teacher Education and Lifelong Learningen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectMobile-assisted language learningen_US
dc.subjectMobile technology acceptance modelen_US
dc.subjectMobile learning readinessen_US
dc.titleThe Effect of the Mobile Application on Students’ Achievement, Readiness and Technology Acceptanceen_US
dc.typearticleen_US
dc.departmentAmasya Üniversitesien_US
dc.identifier.volume6en_US
dc.identifier.issue2en_US
dc.identifier.startpage366en_US
dc.identifier.endpage384en_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.identifier.doi10.51535/tell.1492538
dc.identifier.doihttps://doi.org/10.51535/tell.1492538
dc.department-tempAMASYA UNIVERSITY, 0000-0002-4144-9192, Türkiye -- AMASYA ÜNİVERSİTESİ, 0000-0002-2641-5007, Türkiyeen_US
dc.snmzKA_DergiPark_20250327


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