Sınıf-dışı dijital ingilizce öğreniminin ingilizce hazırlık sınıflarına dahil edilmesi: Bir ders tasarımı

Various methods are used to enhance and support learning in teaching English as a foreign language. Today, foreign language teaching encompasses not only methods which can be used in the classroom but also language learning activities outside the classroom. The rapidly developing technology and digital environments have a great impact on this orientation. The digitalization which has taken place in education in recent years and especially the changing interests of young adult language learners have led researchers to examine the use of technology outside of school for purposes other than teaching and to include it in the language learning process. Therefore, the aim of this study is to examine the Informal Digital Learning of English (IDLE) behaviors of English preparatory students and to propose a course model for integrating these behaviors into the language learning process. To achieve this aim, a quasi-experimental mixed method design was conducted in the English preparatory classes of a state university. The study was implemented in two classes, consisting of 15 and 17 students. While all students took the IDLE Scale, only volunteers participated in the interviews and journals. Participants were selected via convenience and purposive sampling method. The data collection tools employed in this study included the IDLE Scale, semi-structured interviews, participant journals, and the IDLE-based lesson plans. Following the administration of the pre-test IDLE Scale and initial interviews, IDLE-based practices were implemented for 12 weeks during one academic term. These practices followed a three-stage structure: the In-class Stage (ICS), the Extracurricular Stage (ECS), and the Extramural Stage (EMS). At the end of each stage, the IDLE questionnaire and interviews were conducted again as Post-test 1 and Post-test 2. Throughout these stages, classroom-based technology-supported English activities, guided out-of-class digital learning tasks, and fully student-driven independent digital learning practices were carried out, respectively. This structure aimed to promote a gradual increase in students' engagement with digital learning. The collected qualitative and quantitative data were analyzed using SPSS and content analysis, and the differences between pre-test and post-tests were evaluated. Based on the findings, a lesson plan that integrates IDLE into the English learning process of preparatory students was developed. The findings of the study revealed that the frequency of students' participation in IDLE activities and the variety of digital tools they used increased. In addition, it was observed that students' perceptions and attitudes towards IDLE developed positively; and their English learning outcomes increased and strengthened significantly. On the other hand, it appeared that individual differences such as students' gender and English proficiency levels did not create a significant difference in their IDLE use. This study revealed that a foreign language can be acquired effectively not only through in-class teaching and within a specific curriculum framework, but also through online and unstructured learning activities which are carried out in line with students' individual interests, learning preferences and levels of autonomy. Program developers, experts, teachers, teacher candidates, academics working in teacher training institutions and students who want to learn a language can benefit from the results of this study in various ways.