The impact of social media as an instructional tool in Japanese culture teaching

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dc.authorid0000-0003-3283-5259en_US
dc.authorid0000-0003-2074-427Xen_US
dc.authorid0000-0002-0167-4846en_US
dc.authorscopusid58689172400en_US
dc.authorscopusid57218362258en_US
dc.authorscopusid57189058911en_US
dc.authorwosid-en_US
dc.authorwosid-en_US
dc.authorwosid-en_US
dc.contributor.authorKarapolat, Tuğçe
dc.contributor.authorÖzsen, Tolga
dc.contributor.authorÇetinkaya, Levent
dc.date.accessioned2024-02-20T13:34:51Z
dc.date.available2024-02-20T13:34:51Z
dc.date.issued2024en_US
dc.departmentEnstitüler, Lisansüstü Eğitim Enstitüsü, Yabancı Diller Eğitimi Ana Bilim Dalı
dc.departmentFakülteler, Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü
dc.departmentFakülteler, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümü
dc.description.abstractThis study aims to investigate how social media tools, in other words social network services (SNS), affects the success of Japanese language learners in learning Japanese culture in undergraduate programs. For this research, a mixed method approach was used with a quantitative, quasi-experimental research design including a pre-test-post-test control group experimental model for quantitative data and an open-ended follow-up questionnaire for qualitative data. The topic of Shintō was selected for the Japanese culture lesson to be taught to a control group (indoor and face to face) and three experimental groups with different SNS tools (Zoom, YouTube and Instagram). An achievement test was used to measure success, with 30 questions in a pilot test reduced to 27 after item analysis. Two-factor ANOVA was used for the analysis. After measurement four groups’ value was found insignificant, a Sample Pair Test was implemented for each groups’ pre-test-post-test results. The results revealed that all groups showed a statistically significant difference between the pre-test and post-test scores. The traditional Group and the YouTube Group had the highest mean achievement score,. This suggests that the social media teaching environment is as effective for the learning process as the indoor and face to face environment and learning tools. Furthermore, the qualitative data collected in this study revealed both positive and limited aspects of SNS tools. Participants highlighted the inadequacies of using SNS as the main learning environment. In the light of these data, this paper concludes that traditional classroom training is still useful in teaching Japanese culture, and SNS can be used as a supportive instrument.en_US
dc.identifier.citationKarapolat, T., Özşen, T., & Çetinkaya, L. (2024). The impact of social media as an instructional tool in Japanese culture teaching. Education and Information Technologies, 29(1), 695–719. https://doi.org/10.1007/s10639-023-12290-7en_US
dc.identifier.doi10.1007/s10639-023-12290-7
dc.identifier.endpage719en_US
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85176289849
dc.identifier.startpage695en_US
dc.identifier.urihttps://doi.org/10.1007/s10639-023-12290-7
dc.identifier.urihttps://hdl.handle.net/20.500.12428/5690
dc.identifier.volume29en_US
dc.identifier.wosWOS:001100991700004
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorKarapolat, Tuğçe
dc.institutionauthorÖzsen, Tolga
dc.institutionauthorÇetinkaya, Levent
dc.language.isoen
dc.publisherSpringeren_US
dc.relation.ispartofEducation and Information Technologiesen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectEducational technologiesen_US
dc.subjectJapanese cultureen_US
dc.subjectSNSen_US
dc.subjectSocial network servicesen_US
dc.subjectTarget culture teachingen_US
dc.titleThe impact of social media as an instructional tool in Japanese culture teaching
dc.typeArticle

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