Transforming receptive vocabulary knowledge into productive vocabulary through ict tools and investigation of students' views

Today's world has been continuously changing including education thanks to technological developments. As a result of this movement, teaching strategies have naturally undergone a change. By considering this, the objective of this present thesis is to integrate technology with vocabulary teaching process. Thereby, this study incorporates Quizlet and Word Art in order to improve vocabulary knowledge. This thesis also clarifies the effect of Quizlet on students' receptive vocabulary knowledge. Besides, Word Art has been used to develop students' productive vocabulary knowledge. The researcher also aims to see possible effect of ICT tools on students' lexical densities. All groups learned target vocabulary explicitly within a context and this context was provided by reading texts, listening texts and speaking models but for the first 6 weeks, they practiced all target vocabulary through Quizlet while they practiced all target vocabulary through Word Art for the other 5 weeks. The treatment lasted 11 weeks with 70 students at a state university; one group with three subgroups were created. Mixed method one group research design was used in this thesis. In order to collect quantitative data, pretest and posttest technique was applied in order to see to find out whether there is an effect of ICT tools on students' vocabulary knowledge with the help of SPSS 25. By using SPSS 25, descriptive statistics of pretest and posttest scores were calculated and ANOVA was applied to find out significance value of both tests. Furthermore, the researcher applied pre writing, post receptive and post productive writing tests to identify students' lexical density thanks to http://www.analyzemywriting.com. To check whether students used target vocabulary after Quizlet and Word Art treatments, all writings were again analyzed via AntConc and target vocabulary used by the participants were determined. Finally, interviews were conducted with 10 students in order to collect qualitative data to identify the students' perceptions towards the course and ICT tools. These interviews were analyzed by using content analysis. The results of this thesis showed that ICT tools were greatly effective in developing vocabulary knowledge, and also lexical density. A significant difference was found in posttest scores and lexical density mean scores. Word Art was more successful than Quizlet in terms of using target vocabulary in writing; besides, this study pointed out that students have positive perceptions towards ICT tools and they found ICT tools enjoyable and mostly attractive.