Öğretim Teknolojileri ve Öğretmen Eğitimi Dergisi

Yazarlar: Levent DURDU, M. Yaşar ÖZDEN, Ömer DELİALİOĞLU

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Özet: Language learning, especially second language learning requires systematic practice and repetition. Students are introduced with the new words in class sessions and they practice them via traditional methods such as continuously writing the direct meaning of the word or using flash cards. Computers have the potential to bring more attractive and enjoyable features to instructional materials. This case study tries to contribute to the understanding of design, development and implication phases of computer-assisted language learning materials. Quantitative and qualitative methods were used. With regard to the dictionary page most of the students preferred to listen to the pronunciation of most of the words, but conflictingly almost none of the students tried to repeat the pronunciation of the words after listening. More than half of the students (72.7%) thought that practicing by doing activities (crossword puzzles) and interacting with the web based tool was joyful. The pace and understandability of its speech were positively perceived by the students. Technology like Ms-Agent can be useful especially for improving listening. Moreover, it can be used as an online assistant as students perceived the internet character as functional in guiding them. Key Words: Computer assisted language learning; technology integration; interactive learning environments; computer-assisted instruction; web-based instruction

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