Original scientific paper
https://doi.org/10.15516/cje.v20i2.2636
Digital Drama versus Digital Story: Do They Really Matter on Pre-Service EFL Teachers’ Attitudes towards Instructional Technologies and Material Developing Skills
Cenk Akay
; Mersin University, Education Faculty
Full text: croatian pdf 266 Kb
page 431-462
downloads: 240
cite
APA 6th Edition
Akay, C. (2018). Digital Drama versus Digital Story: Do They Really Matter on Pre-Service EFL Teachers’ Attitudes towards Instructional Technologies and Material Developing Skills. Croatian Journal of Education, 20 (2), 431-462. https://doi.org/10.15516/cje.v20i2.2636
MLA 8th Edition
Akay, Cenk. "Digital Drama versus Digital Story: Do They Really Matter on Pre-Service EFL Teachers’ Attitudes towards Instructional Technologies and Material Developing Skills." Croatian Journal of Education, vol. 20, no. 2, 2018, pp. 431-462. https://doi.org/10.15516/cje.v20i2.2636. Accessed 22 Dec. 2024.
Chicago 17th Edition
Akay, Cenk. "Digital Drama versus Digital Story: Do They Really Matter on Pre-Service EFL Teachers’ Attitudes towards Instructional Technologies and Material Developing Skills." Croatian Journal of Education 20, no. 2 (2018): 431-462. https://doi.org/10.15516/cje.v20i2.2636
Harvard
Akay, C. (2018). 'Digital Drama versus Digital Story: Do They Really Matter on Pre-Service EFL Teachers’ Attitudes towards Instructional Technologies and Material Developing Skills', Croatian Journal of Education, 20(2), pp. 431-462. https://doi.org/10.15516/cje.v20i2.2636
Vancouver
Akay C. Digital Drama versus Digital Story: Do They Really Matter on Pre-Service EFL Teachers’ Attitudes towards Instructional Technologies and Material Developing Skills. Croatian Journal of Education [Internet]. 2018 [cited 2024 December 22];20(2):431-462. https://doi.org/10.15516/cje.v20i2.2636
IEEE
C. Akay, "Digital Drama versus Digital Story: Do They Really Matter on Pre-Service EFL Teachers’ Attitudes towards Instructional Technologies and Material Developing Skills", Croatian Journal of Education, vol.20, no. 2, pp. 431-462, 2018. [Online]. https://doi.org/10.15516/cje.v20i2.2636
Full text: english pdf 266 Kb
page 431-462
downloads: 334
cite
APA 6th Edition
Akay, C. (2018). Digital Drama versus Digital Story: Do They Really Matter on Pre-Service EFL Teachers’ Attitudes towards Instructional Technologies and Material Developing Skills. Croatian Journal of Education, 20 (2), 431-462. https://doi.org/10.15516/cje.v20i2.2636
MLA 8th Edition
Akay, Cenk. "Digital Drama versus Digital Story: Do They Really Matter on Pre-Service EFL Teachers’ Attitudes towards Instructional Technologies and Material Developing Skills." Croatian Journal of Education, vol. 20, no. 2, 2018, pp. 431-462. https://doi.org/10.15516/cje.v20i2.2636. Accessed 22 Dec. 2024.
Chicago 17th Edition
Akay, Cenk. "Digital Drama versus Digital Story: Do They Really Matter on Pre-Service EFL Teachers’ Attitudes towards Instructional Technologies and Material Developing Skills." Croatian Journal of Education 20, no. 2 (2018): 431-462. https://doi.org/10.15516/cje.v20i2.2636
Harvard
Akay, C. (2018). 'Digital Drama versus Digital Story: Do They Really Matter on Pre-Service EFL Teachers’ Attitudes towards Instructional Technologies and Material Developing Skills', Croatian Journal of Education, 20(2), pp. 431-462. https://doi.org/10.15516/cje.v20i2.2636
Vancouver
Akay C. Digital Drama versus Digital Story: Do They Really Matter on Pre-Service EFL Teachers’ Attitudes towards Instructional Technologies and Material Developing Skills. Croatian Journal of Education [Internet]. 2018 [cited 2024 December 22];20(2):431-462. https://doi.org/10.15516/cje.v20i2.2636
IEEE
C. Akay, "Digital Drama versus Digital Story: Do They Really Matter on Pre-Service EFL Teachers’ Attitudes towards Instructional Technologies and Material Developing Skills", Croatian Journal of Education, vol.20, no. 2, pp. 431-462, 2018. [Online]. https://doi.org/10.15516/cje.v20i2.2636
Abstract
Instructional technologies and material designing are two important factors in English as a foreign language (EFL) learning. There are several applications which support the attitudes and skills of pre-service teachers in their undergraduate education. Digital drama and digital story are among them. While there is a satisfactory number of studies on digital story, there are a very few of them on digital drama. Actually, this paper has two main purposes. The first one is to raise an awareness of digital drama. The second one is to reveal the impact of these two digital applications on pre-service EFL teachers’ attitudes towards instructional technologies and material designing skills. The results indicated that, while the digital story application had a significant effect, the digital drama application had a liminal significant effect on their attitudes towards instructional technologies. On the other hand, both applications had an effect on the material designing skills of the target participants. Finally, the results suggested that using digital materials in class enhances pre-service teachers’ motivation to use instructional technologies and develop their material designing skills.
Keywords
digital drama; digital story; instructional technologies
Hrčak ID:
204131
URI
https://hrcak.srce.hr/204131
Publication date:
28.6.2018.
Article data in other languages:
croatian
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