A Learning Environment for English Vocabulary Using Quick Response Codes

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dc.contributor.authorArikan, Yuksel Deniz
dc.contributor.authorOzen, Sevil Orhan
dc.date.accessioned2019-10-27T19:53:53Z
dc.date.available2019-10-27T19:53:53Z
dc.date.issued2015
dc.departmentEge Üniversitesien_US
dc.description.abstractThis study focuses on the process of developing a learning environment that uses tablets and Quick Response (QR) codes to enhance participants' English language vocabulary knowledge. The author employed the concurrent triangulation strategy, a mixed research design. The study was conducted at a private school in Izmir, Turkey during the 2012-2013 academic year. The study sample was determined using the criterion sampling method. The criterion for selection was participants' possession of a mobile device. There were a total of 22 participants including one English teacher in the study, of which 12 were female and 10 male. The students' knowledge of English vocabulary was pretested using the Vocabulary Check List (VCL). During eight classes, participants completed English vocabulary activities using QR codes and tablet PCs. This learning environment integrated digital learning materials and real learning objects using QR codes. After the activities, students' knowledge of English vocabulary was again tested using the VCL, and the participants' opinions about the learning environment were solicited using semi-structured interviews. The research's qualitative data were analyzed using a descriptive analysis. The quantitative data were analyzed using the Wilcoxon signed-rank test and web analysis programs. The study found that the participants' overall rate of completing learning activities was low. The results of the VCL post-test indicated that participants' English language vocabulary knowledge had increases significantly. Participants' opinions regarding the learning environment were analyzed, and it was determined that although they had faced a few problems with the equipment, they experienced a general feeling of curiosity and excitement while using the environment. They found the environment entertaining and reinforcing, stating that learning environments of this kind should be used in other courses, too. The participant teacher stated that although the environment was effective there were a number of time management issues and caused difficulties in classroom management.en_US
dc.identifier.endpage551en_US
dc.identifier.issn2630-5984
dc.identifier.issn2148-7561
dc.identifier.issn2630-5984en_US
dc.identifier.issn2148-7561en_US
dc.identifier.issue2en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage539en_US
dc.identifier.urihttps://hdl.handle.net/11454/40373
dc.identifier.volume15en_US
dc.identifier.wosWOS:000354604700018en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherEdamen_US
dc.relation.ispartofEducational Sciences-Theory & Practiceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectQR Codesen_US
dc.subjectU-Learningen_US
dc.subjectUbiquitous learningen_US
dc.subjectLearning Englishen_US
dc.subjectLearning vocabularyen_US
dc.titleA Learning Environment for English Vocabulary Using Quick Response Codesen_US
dc.typeArticleen_US

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