Teknoloji temelli sınıf yaklaşımına ilişkin öğrenci görüşleri: Fırat Üniversitesi İngiliz Dili Bölümü örneği

Technology has come to stay and will continue to grow in all facets of human existence and development. The importance of technology integration in all fields of human growth, academia, teaching and usage by students has been the subject of concern of many scholars and researchers. As technology progresses in humanity, it is gradually taken centre stage in schools around the world. Many institutions are moving from lecturer's centred education to students oriented through technology. Technology integration has been researched for more than two decades; but, studies in both qualitative and quantitative have revealed varied effects on the usage of technology in the classes. However, the role of schools tends to prepare students for challenges of life after graduation and how to stay current; the use of technology is at its peak. Yet the ways of using the technology in classrooms are still in the hands of students. Therefore the opinions of students' can probably affect the use of technology in a class. This study analysed classroom technology evolution in university settings. Technology based classroom were measured via controlled Likert scale surveys. The research aimed to examine whether students' years in usage of technology, how often students use technology based classrooms, and availability of technology based classrooms and facilities influenced their perception of the technology oriented classroom. The use of technology based classroom aids students to become self-oriented learners, motivate them to study English language and their continuous usage of technology based classroom has contributed to self–efficacy in classroom. The data of this study was collected through the means of survey. The survey was administered to three hundred and three (303) English language learning students at Firat University-Department of English language with the following class levels-preparatory, first, second, third- and fourth-year students. The outcome of this study revealed that even though majority of students have electronic and technological gadgets but a lot of time is spending on these tools and materials for other reasons rather than educational purposes. The study also established that students' behaviour towards technology –based classroom is assenting. However, English language students do notse this approach more often. Furthermore, the use of technology- based classroom is not frequent due to several challenges, examples are lack of technological materials, insufficient information about the use of the various types of these gadgets, and programs; inadequate courses for the effective training of teachers and students on how to use this approach. More importantly, the outcome of this study's analysis is that majority of variables recorded no statistically significant differences between the means of the group.However, two variables had meainingful significancy between those variables. It was also established that there were no significant differences between the means of the majority of the variables. Nonetheless,two items recorded significant differences. Lastly, this study provided methodological suggestions like improving the technology based classroom with modern technological tools, materials and providing adequate training for both students and teachers on how to use the technology-based classroom to help increase the implementation of technology in English language learning. Key Words: Technology-Based Classroom, Self-Efficacy, University Setting, Technology Integration, English Language Learning