Sürdürülebilir Kalkınma Amaçları
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- ArticleYalnız künye2023Investigating EFL learners’ humorous interactions with an intelligent personal assistant
Gonulal, Talip
Intelligent personal assistants (IPAs), which are voice-activated agents enabling human–computer interaction, have recently been reported to be pedagogically useful agents in language learning. IPAs use various forms of humor to better communicate with users and to compensate for any performance limitations. In order to understand the IPAs’ sense of humor and their language teaching potential, this study investigated language learners’ reactions to IPA’s humor responses. Forty-two English language learners, whose language levels varied from intermediate to upper-intermediate, engaged in humorous interactions with one particular IPA (i.e. Google Assistant), which was installed on their mobile devices, by using 15 funny prompts. The learners were then asked to rate the IPA’s responses in terms of how funny they were and to share their perceptions of the potential use of IPA in language learning processes. The results indicated that the learners rated most IPA responses as quite humorous and found the IPA’s overall sense of humor to be higher than average. Further, learners reported that IPAs could be highly useful agents to improve both their overall English and their discrete language skills. Overall, this study shows that IPAs with some sense of humor have a lot to offer to language learners.
RDL Kalıcı Kaydıİncele - ReviewAçık Erişim2021Mobile Lenses on Learning: Languages and Literacies on the Move
Gonulal, Talip
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2020Statistical knowledge and training in second language acquisition: The case of doctoral students
Gonulal, Talip
The present study investigated second language acquisition (SLA) doctoral students' statistical training and knowledge of statistics. One hundred and twenty SLA doctoral students in North America took a comprehensive statistics survey, and 16 of them participated in follow-up interviews. The results showed that doctoral students were well trained in basic descriptive statistics, while their training in inferential statistics, particularly advanced statistics, was limited. When looking at their statistical knowledge, the results indicated that SLA doctoral students were good at understanding descriptive and inferential statistics, but they found it hard to interpret statistical analyses related to inferential statistics that are commonly encountered in SLA research. Several suggestions directed toward improving statistical literacy in SLA were provided.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2019İkinci Dil Araştırmalarında Kayıp Veri Yönetim Uygulamaları: İyi, Kötü ve Çirkin
Gonulal, Talip
Kayıp veriler nicel araştırmalarda sıklıkla karşılaşılan sorunlardan biridir. İhmal edildiğinde ya da yanlış şekilde ele alındığında, kayıp veriler araştırma sonuçları üzerinde olumsuz etki yaratabilir. Ancak, eğitim ve psikoloji gibi diğer yakın alanlarla karşılaştırıldığında, ikinci dil araştırmalarında kayıp verilerin durumu göz ardı edilmiştir. Bu nedenle, bu metodolojik sentezin amacı ikinci dil araştırmalarındaki mevcut kayıp veri yönetim uygulamalarını araştırmaktır. Bu sentezde ikinci dil araştırmaları dergisinde yayınlanan toplam 143 çalışma ele alındı. Sonuçlar, ikinci dil araştırmalarında kayıp verilerin gerçekten oldukça yaygın olduğunu gösterdi. İncelenem çalışmaların %41’inde kayıp veri bulgusuna rastlanmıştır. Ancak, ikinci dil araştırmacılarının kayıp veri yönetimi ve sunumu genel olarak çok yetersiz. Sonuçların ışığında, ikinci dil araştırmalarının kalitesini artırmak için çözüm odaklı bazı öneriler sunulmuştur.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2019The development and validation of an attitude towards MALL instrument
Gonulal, Talip
In light of increasing interest in mobile-assisted language learning (MALL) and recent calls for more replication studies in second language research, the present study aimed to develop and validate an attitudinal instrument to measure language learners’ attitudes towards MALL. In doing so, the present study partially and conceptually replicated Vandewaetere and Desmet’s (Comput Assist Lang Learn 22(4):349–380, 2009) computer-assisted language learning attitude scale. The attitude towards MALL (A-MALL) instrument, consisting of 20 items, was validated across a sample of 244 participants with diverse educational and demographic backgrounds. Principal components analysis and confirmatory factor analyses were conducted to examine the psychometric features of the items, and to determine the underlying factor structure. The results revealed a five-factor solution, which was largely in line with the tripartite model of attitude (i.e., affective, cognitive and behavioral components). Further, the A-MALL instrument exhibited good reliability and validity. Finally, the limitations of the study and the future use of the A-MALL instrument in second language research are discussed.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2019The use of instagram as a mobile-assisted language learning tool
Gonulal, Talip
The present study sought to explore how English language learners (ELLs) used Instagram, a popular social networking site, for language learning purposes and to reveal their attitudes towards and experiences in using it as a mobile-assisted language learning (MALL) tool. Special interest was also placed on whether there were any distinct ELL profiles in using Instagram for independent and informal language learning. In this mixed-methods study, both quantitative and qualitative data were concurrently collected through an online comprehensive survey consisting of three sections. Ninety-seven Instagram using ELLs took part in this study. Basic descriptive statistics and a cluster analysis were conducted on the quantitative data, and a thematic analysis on the qualitative data. The results showed that Instagram has the potential to help ELLs to improve overall language skills in general, and vocabulary and communication skills in particular. Further, ELLs’ experiences in using Instagram as a MALL tool for informal language learning were largely positive. Additionally, two different language learner profiles (i.e., novice and experienced) emerged based on Instagram use habits and orientations. Overall, this study indicated that social networking platforms and MALL applications can be used as an effective mobile language learning tool.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2018Gülmek Önemlidir: İngilizce Öğrenen Öğrencilerin Mizah Anlayışı ve Algısı
Gonulal, Talip
Mizah muhtemelen tüm insanlar için geçerli olan birkaç unsurdan biridir, ancak mizahın algılanışı ve takdir edilmesi bazı koşullara ve hatta kültüre bağlı olabilir. Mizahın yabancı dil öğrenme üzerindeki potansiyel etkisi son dönemde araştırılmaya başlansa da, mizah algısındaki kültürlerarası değişkenlik çok az ele alınmıştır. Bu yüzden, farklı kültürlerden gelen bir öğrenci grubuyla bir çalışma yapılmıştır. Toplamda üç genel gruptan (Türk, Asyalı, ve Avrupalı) oluşan 106 öğrenci bu çalışmaya katılmıştır. Katılımcılar önce 6 adet farklı türde mizah unsuru içeren senaryoları puanlayıp, sonra 25 soruluk mizah algı anketini doldurmuşlardır. Son olarak da 3 adet açık uçlu soruyu cevaplamışlardır. Sonuçlar, öğrencilerin dilsel ve kültürel mizaha kıyasla evrensel mizah unsuru içeren senaryolara daha pozitif yaklaştığını göstermiştir. Yabancı dil derslerinde mizah kullanımı konusunda ise Asyalı öğrenciler biraz olumsuz tutum takınırken Türk öğrenciler mizaha en açık grup olmuştur. Buna ek olarak, sonuçlar, mizahın İngilizce dil öğrenimine karşı oluşan duyuşsal engelleri azaltmak, öğrencilerin derse olan katılımını artırmak ve öğretmenöğrenci arasındaki iletişimi güçlendirmek gibi çeşitli faydalarının olduğunu göstermiştir.
RDL Kalıcı Kaydıİncele - ReviewYalnız künye2018Digital language learning and teaching: Research, theory, and practice
Merzifonluoglu, Ayse; Gonulal, Talip
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2018An investigation of the predictors of statistical literacy in second language acquisition
Gonulal, Talip
The use of statistics in second language acquisition (SLA) research has increased over the past 30-40 years and continues to increase in both complexity and sophistication (Gass, 2009; Loewen & Gass, 2009). The increased use of statistical procedures has drawn attention to the current state of statistical literacy among second language (L2) researchers. Statistical literacy is a critical skill to acquire on the parts of both the producers and consumers of L2 research. However, it is a relatively new research topic in the field. So, little is known regarding what factors play key roles in the development of statistical literacy. Therefore, this study attempted to investigate the predictors of statistical literacy in SLA. One hundred and twenty SLA doctoral students took a statistical background questionnaire and a discipline-specific statistics survey. A series of multiple regression analyses were conducted on the statistics survey data. The results indicated that number of statistics courses taken, quantitative research orientation, and self-training in statistics were the significant predictors of statistical literacy. In light of the findings of this study, several suggestions directed toward improving statistical literacy in the field of SLA were made.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2018Investigating the potential of humour in EFL classrooms: An attitudinal study
Gonulal, Talip
Studies on humour have indicated that humour has a lot to offer to both language teachers and learners. Creating a positive classroom environment and lowering affective barriers to language learning are among the several effects of humour. However, the appreciation of humour can be culture-specific and context-dependent. For example, greater values may lie in the employment of humour in English as a foreign language (EFL) settings such as Turkey where the communicative-oriented teaching methods are still in their infancy stage. The current study, therefore, examined the potentials of humour from Turkish EFL learners' perspective to elicit their opinions regarding the importance and potent roles of humour in EFL classrooms. In this attitudinal study, a mixed-methods design was used. A comprehensive humour perception questionnaire and semi-structured interviews were employed. Two hundred and fifty college EFL students completed the humour survey and eight of them participated in the follow-up interviews. The results indicated that Turkish college-level EFL students have largely positive attitudes towards using humour in English classrooms. Additionally, students considered humour as an effective pedagogical tool that can increase their attentiveness, attention span, confidence in English classrooms, and teacher-student solidarity, as well.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2017The development of statistical literacy in applied linguistics graduate students
Gonulal, Talip; Loewen, Shawn; Plonsky, Luke
Statistics play an important role in analyzing data in applied linguistics research. Given the increase over time in the field’s reliance on quantitative analysis (Brown, 2004; Gass, 2009), statistical literacy is critical for both producers and consumers of L2 research. Although there has been some investigation into statistical literacy among applied linguists, no research to date has examined how such literacy is obtained by masters and doctoral students in the field. The present study investigated the development of statistical literacy in a sample of such students taking semester-long discipline-specific quantitative research methods courses. Participants completed a pre-course and post-course survey. The results indicate that participants increased their knowledge of basic descriptive statistics and common inferential statistics to a great extent. Furthermore, participants reported that they felt more confident interpreting and using statistics. Based on these findings, recommendations for improving methodological practices and graduate training in our field are provided.
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