Abstract
The goal of the present study is to investigate educational technology research trends across graduate thesis written in the field of English language teaching and learning between 2016 and 2020 in the context of Turkey. A total of 146 theses were examined by means of a descriptive content analysis methodology. The findings of the study demonstrated that the research focus of the theses was dominated by attitudinal studies and research exploring digital literacies and 21st century skills, while four groups of technologies were strongly prevalent across the theses, which were CALL resources in general, video-based materials, skill-based Web 2.0 tools, and learning management systems (LMS) and e-learning platforms. It was also found that the majority of researchers adopted mixed-methods approach, commonly employed survey, interview, and achievement tests as data collection tools, and frequently analyzed the data by means of quantitative analysis methods. Following the discussion of each finding within the context of both educational technology and English language teaching scholarship, the study concludes with several suggestions in the light of the results.
Highlights
The rapid development of information and communication technologies has created new avenues for education including language teaching and learning contexts
The present study aimed to investigate English language teaching and learningrelated educational technology theses for the period between 2016 and 2020 through a descriptive content analysis methodology
The findings indicated that the research focus of theses was attitudinal studies and research examining digital literacies and 21st century skills
Summary
The rapid development of information and communication technologies has created new avenues for education including language teaching and learning contexts. The ubiquity of internet technologies, mobile devices with internet service, provided opportunities for learners to engage in a multitude of literacy practices without spatiotemporal limitations (Kessler, 2018). These changes sparked a growing interest in educational technology research, which systematically addressed the integration and impact of technologies into educational contexts across the world (Yıldız, Cengel, & Alkan, 2020). There remains a dearth of research analyzing educational technology research trends in certain fields including English language teaching It is the intention of the present study to address this discrepancy through investigating the research trends across graduate theses with a focus on educational technologies, which are published between 2016 and 2020 in the field of English language teaching in the context of Turkey
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