Critical pedagogy and critical theory of technology in English language teaching: views from Turkey
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Tarih
2020
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Studies on critical pedagogy and technology have been on the rise in recent decades. However, bringing critical pedagogy and critical theory of technology together has been hardly studied in English language teaching (ELT) and English as a second language (ESL). This study aims to enable the researcher and learners to compare two different technologies by using participatory action research (PAR). The participants (n=35) were given two data collection tools composed of a questionnaire and semi-structured interview form. The researcher and the learners collaborated with each other in each stage of the online syllabus preparation. The findings show that the learners developed negative attitudes towards the non-interactive Versant English Test (VET) and the online platform provided by the textbook publishers. However, the learners developed positive attitudes towards the use of the interactive online Google discussion platform where they were able to debate sociopolitical issues within the framework of critical pedagogy. In addition, the findings also imply that familiarizing learners with critical pedagogy and critical theory of technology can endorse authenticity, agency, reflection, action and praxis via online platforms.
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları
Kaynak
RumeliDE Dil ve Edebiyat Araştırmaları Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
0
Sayı
21
