Akademik Veri Yönetim Sistemi
Elementary Education Online, cilt.20, sa.1, ss.327-340, 2021 (Diğer Kurumların Hakemli Dergileri)
For the last few decades, technology has been commonly integrated into various
foreign/second language teaching contexts. A significant amount of research has been conducted to
investigate the effects of technology integration on student learning and demonstrated its effectiveness
in improving language areas such as grammar and vocabulary and four language skills as well as in
raising cultural awareness, increasing student motivation and autonomy and creating a student-centred
learning environment. Despite research interest into the use of technology in education, studies
depicting technology-integration practices in young learner classrooms are not many in number. The
present quasi-experimental study conducted in the Turkish context aimed to investigate whether the
completion of technology-mediated tasks would improve young EFL learners’ achievement in listening
and reading and writing tests. The analysis of data indicated a higher improvement in the experimental
group, compared to the control group who completed traditional homework assignments, but not at a
significant level. The study also explored the experimental group learners’ opinions about technologymediated tasks they completed and revealed their self-perceived higher ability in English, enhanced selfefficacy beliefs in technology use and positive attitudes towards technology-mediated tasks.