| MATHEMATICS (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ELT6027 | Instructional Technology and Applications in Foreign Language Education | Fall | 3 | 0 | 3 | 12 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi AYLİN TEKİNER TOLU |
| Course Objectives: | This course covers the theories, frameworks, and practices of computer and web-based applications in foreign/second language teaching, computer-assisted language learning (CALL), paradigms, theories and research regarding the use of technologies in language teaching and online education. |
|
The students who have succeeded in this course; • Critique early and current research and practices in computer assisted language learning and teaching • Evaluate a variety of approaches and theories that relate to CALL • Develop an understanding and participate in the preparation of a course on new technologies for inservice and preservice teachers • Compare and contrast resources, software, and tools for second language learning and teaching • Critically discuss, analyze, and evaluate strengths and weaknesses of various CALL research, activities, practices, tools and resources • Construct an electronic portfolio of CALL-related tasks and resources • Complete a research project related to the use of new technologies in language teaching. |
| Throughout the course, students will explore the knowledge base in the field, compile e-portfolio in the areas of telecommunications, software packages, and interactive computer applications which would facilitate the teaching and research in foreign language education. The students will be involved in analyzing and conducting research in the area of technology and language learning/teaching. |
| Week | Subject | Related Preparation | |
| 1) | Introduction to the course | ||
| 2) | • SLA, Language Teaching & Technology • CALL: from Past to Present | ||
| 3) | • Research in Applied Linguistics / Second Language Acquisition & Technology-based Projects • TPACK | ||
| 4) | Creating Contexts for SLA/CALL • Communicative language teaching • Form / Meaning connections in SLA • Research driven technology use • Instructors’ perceptions of CALL | ||
| 5) | Individual learner differences and CALL Learner attitudes towards the use of CALL | ||
| 6) | Second Language Literacy and Computer Literacy Hypermedia, internet communication, and the challenge of redefining literacy | ||
| 7) | Language Testing and Technology | ||
| 8) | Online Grammar, Vocabulary & Integrated skills | ||
| 9) | CMC- Asynchronous and synchronous communication | ||
| 10) | Current trends-1: Mobile learning, Smartboard-Whiteboard | ||
| 11) | Current trends-2: Game-based learning, simulations-virtual reality (SecondLife), flipped classroom, social networking | ||
| 12) | Design and Evaluation of Multimedia Software | ||
| 13) | Video creating and editing | ||
| 14) | Distance Education & Online language education | ||
| 15) | Final research project & e-portfolio presentations | ||
| Course Notes: | Bax, S. (2003). CALL-past, present and future. System, 31, 13-28. Beld, T. (2004). The technology enhanced language classroom: Pedagogically informed technology for second language acquisition. In Y. Saito-Abott, Donovan, R. & Abbot, T. Emerging Technologies in Teaching Languages and Culture. (pp. 43-48). San Diego, CA: LARC Press. Brantmeier, C. (2004). Technology and the individual: Students in control of advanced second language acquisition. Emerging Technologies in Teaching Languages and Culture. 279-299. Chapelle, C. A. (2001). Computer Applications in Second Language Acquisition. Cambridge: Cambridge University Press. Chapelle, C. (2007). Technology and second language acquisition. Annual Review of Applied Linguistics, 27, 98-114. Liu, M, Moore,Z., Graham, L., Lee, S. (2003) A Look at the Research on Computer-Based Technology Use in Second Language Learning: A Review of the Literature from 1990-2000. Journal of Research on Technology in Education, 34 (3) 250-273. Stanley, G. (2013). Language learning with technology: Ideas for integrating technology in the classroom. Cambridge, UK: Cambridge University Press Ramirez, L. (2010). Empower English language learners with tools from the web. Thousand Oaks, CA: Corwin. Wang, Y. (2004). Supporting synchronous distance language learning with desktop videoconferencing. Language Learning and Technology. 8(3), 1-37. http://llt.msu.edu |
| References: | Bax, S. (2003). CALL-past, present and future. System, 31, 13-28. Beld, T. (2004). The technology enhanced language classroom: Pedagogically informed technology for second language acquisition. In Y. Saito-Abott, Donovan, R. & Abbot, T. Emerging Technologies in Teaching Languages and Culture. (pp. 43-48). San Diego, CA: LARC Press. Brantmeier, C. (2004). Technology and the individual: Students in control of advanced second language acquisition. Emerging Technologies in Teaching Languages and Culture. 279-299. Chapelle, C. A. (2001). Computer Applications in Second Language Acquisition. Cambridge: Cambridge University Press. Chapelle, C. (2007). Technology and second language acquisition. Annual Review of Applied Linguistics, 27, 98-114. Liu, M, Moore,Z., Graham, L., Lee, S. (2003) A Look at the Research on Computer-Based Technology Use in Second Language Learning: A Review of the Literature from 1990-2000. Journal of Research on Technology in Education, 34 (3) 250-273. Stanley, G. (2013). Language learning with technology: Ideas for integrating technology in the classroom. Cambridge, UK: Cambridge University Press Ramirez, L. (2010). Empower English language learners with tools from the web. Thousand Oaks, CA: Corwin. Wang, Y. (2004). Supporting synchronous distance language learning with desktop videoconferencing. Language Learning and Technology. 8(3), 1-37. http://llt.msu.edu |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 5 | % 10 |
| Laboratory | 0 | % 0 |
| Application | 0 | % 0 |
| Field Work | 0 | % 0 |
| Special Course Internship (Work Placement) | 0 | % 0 |
| Quizzes | 0 | % 0 |
| Homework Assignments | 0 | % 0 |
| Presentation | 1 | % 10 |
| Project | 1 | % 40 |
| Seminar | 0 | % 0 |
| Midterms | 0 | % 0 |
| Preliminary Jury | 0 | % 0 |
| Final | 1 | % 40 |
| Paper Submission | 0 | % 0 |
| Jury | 0 | % 0 |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 20 | |
| PERCENTAGE OF FINAL WORK | % 80 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 6 | 8 | 48 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 3 | 9 | 27 |
| Project | 1 | 30 | 30 |
| Homework Assignments | 5 | 15 | 75 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 2 | 10 | 20 |
| Jury | 0 | 0 | 0 |
| Final | 0 | 0 | 0 |
| Total Workload | 242 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |