Examining the Methodological Anatomies of Studies on Teaching English as a Foreign Language from a Techno Pedagogical Perspective

Abstract

Changes in technology and the increase in its potential for language teaching have made it possible to restructure Teaching English as a Foreign Language (TEFL) models today. In this context, the aim of this study is to examine the methodological anatomy of theses on technology integration in TEFL from a techno-pedagogical perspective. In this direction, the descriptive features, methodological features, examined variables, used technological environments/tools/materials and the roles of instructors and students were examined. Within the scope of this study, content analysis was used for 110 graduate theses conducted in Turkey on technology integration in TEFL. According to the results of the study, it has been determined that the effects of different technologies on various skills have been examined with different research methods from past to present in the TEFL processes, and again in this process, studies tried to focus on skills that are almost directly related to the potential of each technology. However, in most of these research processes, it was observed that the potential offered by the relevant technology was utilized at a very basic level and in relation to this, especially students were given passive roles. As a result of the study, research and application suggestions were made that can better reveal the real potentials of related technologies in technology-assisted TEFL processes.