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Students Attitudes towards web-based independent learning at Bilkent University School of English Language

Bilkent Üniversitesi İngiliz Dili Meslek Yüksek Okulundaki öğrencilerin internet bazlı bağımsız öğrenmeye karşı tutumları

  1. Tez No: 117355
  2. Yazar: NESLİHAN PEKEL
  3. Danışmanlar: DR. WİLLİAM E. SNYDER
  4. Tez Türü: Yüksek Lisans
  5. Konular: Eğitim ve Öğretim, İngiliz Dili ve Edebiyatı, Education and Training, English Linguistics and Literature
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2002
  8. Dil: İngilizce
  9. Üniversite: İhsan Doğramacı Bilkent Üniversitesi
  10. Enstitü: Sosyal Bilimler Enstitüsü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 90

Özet

T, II7ZSB ABSTRACT Title: Students' Attitudes towards Web-based Independent Learning at Bilkent University School of English Language Author: Neslihan Pekel Thesis Chairperson: Dr. Sarah Klinghammer Committee Members: Dr. William E. Snyder Dr. Ayşegül Daloğlu This study investigated students' attitudes towards web-based independent learning at Bilkent University School of English Language. Because of its flexible nature and numerous options, the internet is believed to be a beneficial tool for promoting independent and autonomous learning. However, before measuring its effectiveness asa learning tool, students' attitudes towards this medium should be investigated to form a basis for further studies. The study also investigated the issues or problems students come across while studying on the internet. Fourteen volunteer upper-intermediate level prep students from different disciplines were the participants in this study. A six week web-based independent learning course was designed and implemented with them. The teacher of the course and the students communicated through e-mail only. To collect the data, the participants were given an attitude questionnaire at both the beginning and the end of the study to find out whether there were any changes in their attitudes. During the course, the students' e-mails to the instructor, which were composed of assignment sheets and reflective e-journals were collected. In order to explore the issues in the reflective journals more deeply, each week two participants, selected at random, were interviewed.The pre- and post-treatment questionnaires were analyzed quantitatively through the Wilcoxon Matched Pairs Signed Ranks Test in Statistical Packages for Social Sciences (SPSS). For the reflective e-journals and the interviews, categorization was used as a qualitative technique. The comparison of the results of the initial and final questionnaires revealed that students' attitudes towards web-based independent learning changed positively and in particular, their knowledge of how to learn on the internet increased considerably as a result of this study. The results of the interviews and reflective e-journals reveal that despite some pedagogical problems, technical frustrations, and inadequate computer skills, most of the students enjoyed studying on the internet, as they felt that their writing, reading and vocabulary skills had improved, and their motivation and self-confidence had increased as they realized that they were able to complete the tasks on their own. The flexibility and convenience of the internet were two other aspects that made students feel positive about studying on the internet independently. All the positive changes in students' attitudes towards taking responsibility for their own learning can be interpreted as initial steps in the development of learner autonomy.

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