Artırılmış Gerçeklik Teknolojisinin Arapça Yazma Becerilerine Yönelik Kullanımının Değerlendirilmesi

Technology has remarkably changed the world as a result of the rapid increase in technological developments over time. It is a fact that the rapid spread of technology all over the world affects life in all aspects. The technology newly developed leads to a number of innovations in the field of education. The use of technology in the courses concerned with foreign language teaching and learning also draws researchers’ attentions, who are engaged in the field of foreign language teaching. When the literature is reviewed, it is obviously clear that very few studies can be found on the integration of Arabic writing skills with the use of augmented reality technology. Since some efforts to supplement writing skills in Arabic language as in other languages are required, and the applications used in mobile mediums have already become popular worldwide, the applications which can be updated using augmented reality mobile technology that arouses or stimulates some interest in today’s students are necessary. This means that augmented reality mobile technology- based mediums are needed to assist language skills be relatively more easily acquired. The purpose of this study is to evaluate the use of augmented reality technology in terms of such writing skills. For the qualitative and quantitative data obtained to be analyzed, an embedded mixed method research design was used in the study. A single group pre-test and post-test design method was used in the quantitative part of the research. Considering the gains or skills determined, ArabicAR, a mobile application supplemented with augmented reality technology, was used in the study group. Using pre and post-test before and after the application, the effect of ArabicAR, a mobile application supported with augmented reality technology, was determined on students’ writing skills. In the qualitative part of the study, case study method was conducted in order to establish the effect of technology-use on writing skills in the Arabic language. The portfolio files created in parallel with the course content were studied in order to obtain some information of students’ development and progress. In this respect, the contribution of technology-use to writing skills was determined based on document reviews. In addition, the information of user experiences on mobile applications developed based on augmented reality technology was obtained using an interview form. The study was conducted with 86 voluntary undergraduate students in Higher Education Institutions during the 2019-2020 Academic Year. The study group was determined with an appropriate sampling method, which is one of the non-random sampling methods. Considering the technical support and infrastructure status, it was deemed appropriate to select a study group from among the students who are still studying in the institution where the researcher is already employed. As a data collection tool, a questionnaire developed by the researcher was used to determine the contribution of augmented reality technology to writing skills in the Arabic language. The questionnaire includes six items, all of which are based on positive statements, but one of which is open ended. The other five items in the questionnaire are based on 5-point Likert-type instruments. When the data obtained from the study were analyzed, it was found that the pre-test mean score of the students was 2.92 and the post-test mean score was 3.48. There is a difference of 0.56 points between the mean scores of the two tests. When the related samples were studied to test the significance of the difference between the pre-test and post-test mean scores, it was concluded that there was a statistically significant difference between the pre and post-test according to the t-test results (p