TECHNOLOGY ENHANCED AND CULTURE EMBEDDED LANGUAGE LEARNING

Ayça Bakıner, Hasan Çalışkan

Abstract


This study focuses on perceptions and practices in relation to integrating culture and technology into English as a Foreign Language (EFL) teaching and how students’ language skills and attitudes are affected. Within this framework, an action research was planned and designed; both qualitative and quantitative methods such as observation, semi-structured interview, scale and exams were used to gather data. The study was conducted during one semester with 40 undergraduate students. The data gathered was studied using descriptive analysis and t-test. Students’ skill scores were analyzed by descriptive and inferential statistical analyses for 14 weeks. The findings revealed that the students’ language skills among the weeks were statistically significant. The research results also revealed that the difference between two speaking exams and attitude scales was statistically significant. Participants reported positive opinions about using technology and integrating culture into EFL teaching. Results of the current study support the other studies in the field.

 

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foreign language learning, culture, technology, communication skills, attitude

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DOI: http://dx.doi.org/10.46827/ejes.v0i0.3036

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