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QR Code Enriched Writing and Speaking Practices: Insights from EFL Learners at Tertiary Level | ||
| Iranian Journal of Language Teaching Research | ||
| مقاله 2، دوره 12، شماره 2، مهر 2024، صفحه 1-18 اصل مقاله (728.13 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.30466/ijltr.2024.54921.2595 | ||
| نویسندگان | ||
| Sibel SÖĞÜT1؛ Serap Atasever Belli* 2 | ||
| 1English Language Teaching, Education Faculty, Sinop University, Sinop, Turkiye | ||
| 2Department of English Language and Literature, Faculty of Letters, Erzurum Technical University, Erzurum, Turkiye | ||
| چکیده | ||
| This study examined experiences and perceptions of English as a Foreign Language (EFL) learners’ regarding the integration of QR codes into writing and speaking practices at the tertiary-level L2 learning. Employing an action research design, researchers collected qualitative data from the participants through online interviews, a survey of open-ended questions, and learners’ written reflections during class hours and brief field notes. Inductive thematic analysis was used for data analysis to form codes and themes. As a result, the learners identified QR codes as time-saving, useful, and enjoyable pedagogical tools for writing and speaking practices. The facilitative role of QR codes was centered on increasing motivation and interaction with classmates during different phases of productive skill-based activities, particularly in the idea-generation steps. The learners reported that QR code-based practices enable a more engaging, secure, inclusive, and collaborative learning context. The study presents instructional implications for transforming conventional student-teacher interaction into a peer-learning-oriented and autonomous atmosphere in higher education. | ||
| کلیدواژهها | ||
| action research؛ higher education؛ mobile learning؛ QR codes؛ writing and speaking practices | ||
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آمار تعداد مشاهده مقاله: 730 تعداد دریافت فایل اصل مقاله: 736 |
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