QR Code Enriched Writing and Speaking Practices: Insights from EFL Learners at Tertiary Level

Document Type : Original Article

Authors

1 Department of English Language Teaching, Education Faculty, Sinop University, Sinop, Turkiye

2 Department of English Language and Literature, Faculty of Letters, Erzurum Technical University, Erzurum, Turkiye

Abstract

This study examined experiences and perceptions of English as a Foreign Language (EFL) learners’ regarding the integration of QR codes into writing and speaking practices at the tertiary-level L2 learning. Employing an action research design, researchers collected qualitative data from the participants through online interviews, a survey of open-ended questions, and learners’ written reflections during class hours and brief field notes. Inductive thematic analysis was used for data analysis to form codes and themes. As a result, the learners identified QR codes as time-saving, useful, and enjoyable pedagogical tools for writing and speaking practices. The facilitative role of QR codes was centered on increasing motivation and interaction with classmates during different phases of productive skill-based activities, particularly in the idea-generation steps. The learners reported that QR code-based practices enable a more engaging, secure, inclusive, and collaborative learning context. The study presents instructional implications for transforming conventional student-teacher interaction into a peer-learning-oriented and autonomous atmosphere in higher education.

Keywords

Iranian Journal of Language Teaching Research
Volume 12, Issue 2
July 2024
Pages 1-18

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History

  • Receive Date: 15 September 2023
  • Revise Date: 04 February 2024
  • Accept Date: 07 July 2024

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