Akademik Veri Yönetim Sistemi
The European Conference on Technology in the Classroom, Brighton, Birleşik Krallık, 1 - 03 Haziran 2015, ss.139-149
Today, the most important form of communication among teenagers is carried out through
mobile devices. Mobile technologies have also various pedagogical practices and issues,
which are conceptualised as mobile learning (m-learning). Definitions of m-learning have
focused on access, mobility and support for learning in multiple locations without physical
network connections. Considering these features of m-learning, it was supposed that exposing
students to learning materials –such as idioms in English- at regular time intervals in an mlearning
environment would facilitate learning. In addition, using concept cartoons as
language learning materials and delivering them via m-learning can make these materials
pedagogically valuable sources.
Thus, this study included English idioms to be taught by using concept cartoons via mobile
phone’s instant messages (IM). To this end, the following question stands out: “Are there any
significant differences in students’ learning of idioms via SMS vis-à-vis the other method of
delivery, posters in classes?” During the study, thirty four 7th grade students (age 12-13)
were recruited as experimental and control groups. The first group of participants were
exposed to concept cartoons via IM in m-learning environment, and the second group was
exposed to the same cartoons in the form of posters in the classroom. The findings revealed
that the implemented treatment significantly increased English idiom comprehension levels
of both experimental and control group students. However, no difference was observed in
students’ learning of idioms via IM vis-à-vis the other method of delivery- posters in classes.