Çokmodlu mobil destekli dil eğitimi sınıf uygulamaları: Öğretmen adayı eğitimi üzerine bir çalışma

In the field of language education, mobile technologies enable ubiquitous and multimodal opportunities for learners to access, share, and construct knowledge. However, it has been observed that although integrating the recent mobile technologies into teaching is positively accepted by many EFL teachers, still they have a lack of guidance on how to implement them in teaching. Therefore, the current study is designed to develop and offer a training model for EFL pre-service teachers on multimodal mobile assisted language learning. Furthermore, this study aims to understand EFL pre-service teachers' views on integrating multimodal mobile technologies into teaching English by providing them opportunities for actual teaching experiences. A total of 16 fourth-grade pre-service teachers enrolled in the Teaching Practice course in the ELT Department in a state university in Turkey participated in this study. Designed as mixed method research, both quantitative and qualitative data were collected over 12 weeks. Participants were given training on Multimodal Mobile Assisted Language Learning (M-MALL) through eight weeks and were asked to implement M-MALL in their lessons with high school EFL learners at their practice schools. In order to understand their views on the training they received, they were asked to write a reflective diary after the completion of the training period. Furthermore, to investigate their views on M-MALL through their actual teaching experience, data-led reflective diaries were collected weekly from the participants who wrote reflections both for their own lessons and their peers' lessons with M-MALL integration. In order to identify the EFL pre-service teachers' perceptions towards mobile-learning MLPS scale was implemented at the beginning and the end of this process. Finally, to better understand participants' views on the whole process semi-structure interview was conducted in the end. The results of this study showed that participants found M-MALL training contributive to their teaching and rich in content. Similarly, they indicated that using M-MAL in the lessons was contributive to both EFL learners' learning and to EFL lessons. PSTs expressed that they experienced positive feelings during M-MALL integration and indicated some prerequisite conditions for M-MALL to be implemented successfully in the EFL lessons. Finally, they highlighted some problems they faced and offered some possible solutions. The participants' perception levels towards M-learning increased positively at the end of the study. In the light of these findings, certain implications on EFL teacher education on M-MALL integration and precautions to eliminate deficiencies in MALL were shared.