Abstract
The aim of this study was not only to help pre-service English language teachers (PS-ELTs) to design vocabulary learning materials for a web-supported situated learning (SL) environment but also to have them learn the vocabulary they used to prepare those materials in the web-supported SL environment. Also, the effects of this process on the PS-ELTs’ academic achievement, self-efficacy beliefs in designing situated learning environments (SEB-SLE), and technological pedagogical content knowledge self-confidence (TPACK-SC) were revealed. One of the advanced mixed-method designs, intervention design, was employed, and 56 PS-ELTs participated in the study. The data were collected via quantitative measurements (two scales, a vocabulary achievement test) and qualitative measurements (student diary, online messaging logs, open-ended interview form, and focus group interview records). For the quantitative data, independent samples t-test, related-samples t-test, and 2X3 repeated measures ANOVA test were used; for the qualitative data, content analysis. The results showed that there was a significant difference between the within-group gain scores and retention test scores in terms of the vocabulary achievement test and the SEB-SLE scale. However, despite a significant difference in the within-group gain scores in terms of the TPACK-SC scale, no significant difference was found between the post-test and retention test scores. Moreover, although both groups revealed no significant differences in the scores of the vocabulary achievement test and the TPACK-SC scale, the scores of the SEB-SLE scale showed a significant difference in favor of the treatment group. Related to the procedure, PS-ELTs highlighted that preparing vocabulary learning materials according to the web-supported SL model had a considerable effect on their vocabulary learning. Besides, the application process supported permanent learning and vocabulary knowledge development. What is more, the procedure helped them gain critical thinking, problem-solving, synthesis, and research skills as well as improving their TPACK.
Highlights
Foreign language education focuses on the development of four core language skills
It was found that there was a significant difference between the achievement and retention test scores of the pre-service English language teachers (PS-ELTs) in both the treatment and control groups in terms of their academic achievement in vocabulary learning and self-efficacy beliefs in designing situated learning environments (SEB-SLE)
A significant difference was observed between gain scores of the PS-ELTs in both the treatment and control groups in terms of Technological Pedagogical Content Knowledge (TPACK)-SC, no significant difference was between post and retention test scores
Summary
Foreign language education focuses on the development of four core language skills (listening, writing, reading, and speaking). Vocabulary learning and teaching processes have always been among the main problems in foreign language education because foreign language teachers tend to attach importance to morphology and syntax (Richards, 1976; Huffman, 2011), and always ignore vocabulary teaching and learning strategies. For this reason, many learners find it difficult to learn vocabulary and improve their vocabulary knowledge due to the overload of words given by the teachers and the lack of motivation (Jaeyoung & Graf, 2008). Such a vocabulary learning process does not go beyond trying to memorize the native language equivalents of those given in the elt.ccsenet.org
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