Hostname: page-component-76fb5796d-zzh7m Total loading time: 0 Render date: 2024-04-28T15:58:59.168Z Has data issue: false hasContentIssue false
  • English
  • Français

Polish, Portuguese, and Turkish EFL teachers’ perceptions on the use of OER language processing technologies in MALL: A replication study

Published online by Cambridge University Press:  17 March 2023

Joanna Kic-Drgas Open the ORCID record for Joanna Kic-Drgas [Opens in a new window] ,
Gölge Seferoğlu Open the ORCID record for Gölge Seferoğlu [Opens in a new window] ,
Ferit Kılıçkaya Open the ORCID record for Ferit Kılıçkaya [Opens in a new window]  and
Ricardo Pereira Open the ORCID record for Ricardo Pereira [Opens in a new window]
Joanna Kic-Drgas
Affiliation:
Adam Mickiewicz University, Poznań, Poland (j.drgas@amu.edu.pl)
Gölge Seferoğlu
Affiliation:
California State University, San Bernardino, USA (golge.citak.seferoglu@gmail.com)
Ferit Kılıçkaya
Affiliation:
Burdur Mehmet Akif Ersoy University, Turkey (ferit.kilickaya@gmail.com)
Ricardo Pereira
Affiliation:
Polytechnic of Leiria, Portugal (ricardo.pereira@ipleiria.pt)
Get access Rights & Permissions [Opens in a new window]

Abstract

This study replicates the research conducted by Pérez-Paredes, Ordoñana Guillamón and Aguado Jiménez (2018) on language teachers’ perceptions on the use of OER language processing technologies in mobile-assisted language learning. It expands the initial research study by adding Polish, Portuguese, and Turkish educational contexts, surveying 239 English as a foreign language teachers in these three countries. The main findings indicate that there are several differences among the three countries, including institutional support regarding the use of mobile devices and the training provided to the teachers. Based on the data collected in these countries, it was found that mobile devices are mainly used for teaching and learning on online platforms. Smartphones were one of the most used devices in English language teaching, while computer labs at schools seem to have lost their popularity. Regarding the technologies available, the results of the study reveal that the participants are most familiar with online dictionaries, spell checkers, and online collocation dictionaries, and the participants’ qualifications are linked to certain differences in familiarity and use of technologies in the classroom. Variables such as gender, age, and years of experience do not show any difference in the familiarity or frequency of use of those technologies. The main findings of the study point out the importance of institutional support and training regarding the use of mobile devices and open educational resources, which are no longer a choice but a necessity in education.

Keywords

technologyEnglish language teachersOERMALLreplication
Type
Research Article
Information
ReCALL , Volume 35 , Issue 2 , May 2023 , pp. 143 - 159
Check for updates
Copyright
© The Author(s), 2023. Published by Cambridge University Press on behalf of EUROCALL, the European Association for Computer-Assisted Language Learning

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aşık, A., Köse, S., Yangın Ekşi, G., Seferoğlu, G., Pereira, R. & Ekiert, M. (2020) ICT integration in English language teacher education: Insights from Turkey, Portugal and Poland. Computer Assisted Language Learning, 33(7): 708–731. https://doi.org/10.1080/09588221.2019.1588744 CrossRefGoogle Scholar
Bax, S. (2003) CALL—past, present and future. System, 31(1): 13–28. https://doi.org/10.1016/S0346-251X(02)00071-4 Google Scholar
Beaven, T. (2013) Use and reuse of OER: Professional conversations with language teachers. Journal of e-Learning and Knowledge Society, 9(1): 59–71. https://www.je-lks.org/ojs/index.php/Je-LKS_EN/article/download/802/405/ Google Scholar
Berti, M. (2018) Open educational resources in higher education. Issues and Trends in Educational Technology, 6(1): 4–15. https://doi.org/10.2458/azu_itet_v6i1_berti CrossRefGoogle Scholar
Boulton, A. & Cobb, T. (2017) Corpus use in language learning: A meta-analysis. Language Learning, 67(2): 348–393. https://doi.org/10.1111/lang.12224 CrossRefGoogle Scholar
Boulton, A. & Vyatkina, N. (2021) Thirty years of data-driven learning: Taking stock and charting new directions over time. Language Learning & Technology, 25(3): 66–89. https://scholarspace.manoa.hawaii.edu/bitstream/10125/73450/1/25_03_10125-73450.pdf Google Scholar
Cheng, C.-H. & Chen, C.-H. (2022) Investigating the impacts of using a mobile interactive English learning system on the learning achievements and learning perceptions of students with different backgrounds. Computer Assisted Language Learning, 35(1–2): 88–113. https://doi.org/10.1080/09588221.2019.1671460 Google Scholar
Colpaert, J. (2012) The “publish and perish” syndrome [Editorial]. Computer Assisted Language Learning, 25(5): 383–391. https://doi.org/10.1080/09588221.2012.735101 CrossRefGoogle Scholar
Coughlan, T. (2020) The use of open data as a material for learning. Education Technology Research and Development, 68(1): 383–411. https://doi.org/10.1007/s11423-019-09706-y Google Scholar
Crosthwaite, P., Luciana & Wijaya, D. (2021) Exploring language teachers’ lesson planning for corpus-based language teaching: A focus on developing TPACK for corpora and DDL. Computer Assisted Language Learning. Advance online publication. https://doi.org/10.1080/09588221.2021.1995001 CrossRefGoogle Scholar
Farrow, R., Pitt, R., de los Arcos, B., Perryman, L.-A., Weller, M. & McAndrew, P. (2015) Impact of OER use on teaching and learning: Data from OER Research Hub (2013–2014) British Journal of Educational Technology, 46(5): 972–976. https://doi.org/10.1111/bjet.12310 Google Scholar
Gastaldi, M. d. V. & Grimaldi, E. (2021) COVID-19-driven sudden shift to remote teaching: The case of the Languages for the Community Program at the Universidad Nacional del Litoral. In Radić, N., Atabekova, A., Freddi, M. & Schmied, J. (eds.), The world universities’ response to COVID-19: Remote online language teaching. Research-publishing.net, 111–124. https://doi.org/10.14705/rpnet.2021.52.1267 Google Scholar
Howard, S., Tondeur, J., Hutchison, N., Scherer, R. & Siddiq, F. (2022) A t(r)opical journey: Using text mining to explore teachers’ experiences in the Great Online Transition. In Langran, E. (ed.), Proceedings of Society for Information Technology & Teacher Education International Conference. San Diego: Association for the Advancement of Computing in Education, 930–935. https://www.learntechlib.org/primary/p/220833/ Google Scholar
Johns, T. (1991) Should you be persuaded: Two samples of data-driven learning materials. In Johns, T. & King, P. (eds.), Classroom concordancing. Birmingham: University of Birmingham, 1–16.Google Scholar
Kukulska-Hulme, A. (2012) Mobile-assisted language learning. In Chapelle, C. A. (ed.), The encyclopedia of applied linguistics. Chichester: Wiley Blackwell. https://doi.org/10.1002/9781405198431.wbeal0768.pub2 Google Scholar
Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F. & Rawal, H. (2019) Mobile-assisted language learning: A Duolingo case study. ReCALL, 31(3): 293–311. https://doi.org/10.1017/S0958344019000065 CrossRefGoogle Scholar
Luo, T., Hostetler, K., Freeman, C. & Stefaniak, J. (2020) The power of open: Benefits, barriers, and strategies for integration of open educational resources. Open Learning: The Journal of Open, Distance and e-Learning, 35(2): 140–158. https://doi.org/10.1080/02680513.2019.1677222 Google Scholar
Mellati, M. & Khademi, M. (2020) MOOC-based educational program and interaction in distance education: Long life mode of teaching. Interactive Learning Environments, 28(8): 1022–1035. https://doi.org/10.1080/10494820.2018.1553188 CrossRefGoogle Scholar
Mishra, S. (2017) Open educational resources: Removing barriers from within. Distance Education, 38(3): 369–380. https://doi.org/10.1080/01587919.2017.1369350 Google Scholar
Morrison, K. (2022) Replication research in education: A guide to designing, conducting, and analysing studies. London: Routledge. https://doi.org/10.4324/9781003204237 Google Scholar
Otto, D., Schroeder, N., Diekmann, D. & Sander, P. (2021) Trends and gaps in empirical research on open educational resources (OER): A systematic mapping of the literature from 2015 to 2019. Contemporary Educational Technology, 13(4): Article ep325. https://doi.org/10.30935/cedtech/11145 Google Scholar
Pérez-Paredes, P., Ordoñana Guillamón, C. & Aguado Jiménez, P. (2018) Language teachers’ perceptions on the use of OER language processing technologies in MALL. Computer Assisted Language Learning, 31(5–6): 522–545. https://doi.org/10.1080/09588221.2017.1418754 CrossRefGoogle Scholar
Pérez-Paredes, P., Ordoñana Guillamón, C., Van de Vyver, J., Meurice, A., Aguado Jiménez, P., Conole, G. & Sánchez Hernández, P. (2019) Mobile data-driven language learning: Affordances and learners’ perception. System, 84: 145–159. https://doi.org/10.1016/j.system.2019.06.009 CrossRefGoogle Scholar
Perifanou, M. & Economides, A. A. (2022) Measuring quality, popularity, demand and usage of repositories of open educational resources (ROER): A study on thirteen popular ROER. Open Learning: The Journal of Open, Distance and e-Learning. Advance online publication. https://doi.org/10.1080/02680513.2022.2033114 CrossRefGoogle Scholar
Petrides, L., Nguyen, L., Jimes, C. & Karaglani, A. (2008) Open educational resources: Inquiring into author use and reuse. International Journal of Technology Enhanced Learning, 1(1–2): 98–117. https://doi.org/10.1504/ijtel.2008.020233 CrossRefGoogle Scholar
Pitt, R., Jordan, K., de los Arcos, B., Farrow, R. & Weller, M. (2020) Supporting open educational practices through open textbooks. Distance Education, 41(2): 303–318, https://doi.org/10.1080/01587919.2020.1757411 Google Scholar
Rets, I., Coughlan, T., Stickler, U. & Astruc, L. (2023) Accessibility of open educational resources: How well are they suited for English learners? Open Learning: The Journal of Open, Distance and e-Learning, 38(1): 38–57. https://doi.org/10.1080/02680513.2020.1769585 CrossRefGoogle Scholar
Shadiev, R., Wang, X., Liu, T. & Yang, M. (2022) Improving students’ creativity in familiar versus unfamiliar mobile-assisted language learning environments. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2021.2023891 CrossRefGoogle Scholar
UNESCO (2020) Education in a post-COVID world: Nine ideas for public action. https://unesdoc.unesco.org/ark:/48223/pf0000373717/ Google Scholar
UNESCO (2021) UNESCO Institute for Information Technologies in Education (IITE). https://iite.unesco.org Google Scholar
Verma, V. K., Pandey, M., Jain, T. & Tiwari, P. K. (2021) Dissecting word embeddings and language models in natural language processing. Journal of Discrete Mathematical Sciences and Cryptography, 24(5): 1509–1515. https://doi.org/10.1080/09720529.2021.1968108 Google Scholar
Vyatkina, N. (2020) Corpora as open educational resources for language teaching. Foreign Language Annals, 53(2): 359–370. https://doi.org/10.1111/flan.12464 Google Scholar
Zancanaro, A. & Amiel, T. (2017) The academic production on open educational resources in Portuguese. Revista Iberoamericana de Educación a Distancia, 20(1): 81–104. https://doi.org/10.5944/ried.20.1.16332 Google Scholar