Exploring the Role of Language Reactor in English Language Learning: A Metaphor Analysis of Student Perceptions
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| Titel: | Exploring the Role of Language Reactor in English Language Learning: A Metaphor Analysis of Student Perceptions |
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| Autoren: | Tugba Aydın Yıldız, Ferhat Karanfil, Buğra Zengin |
| Weitere Verfasser: | Undergraduate English Program, Karanfil, Ferhat |
| Quelle: | Volume: 12, Issue: 150-66 SDU International Journal of Educational Studies |
| Verlagsinformationen: | SDU International Journal of Educational Studies, 2025. |
| Publikationsjahr: | 2025 |
| Schlagwörter: | Hayat Boyu Öğrenme, Lifelong learning, Metaphors, Language reactor, MAXQDA, Self-directed learning, Netflix, Metaforlar, Language reaktör, Öz yönelimli öğrenme, Eğitimde Program Değerlendirme, Curriculum Evaluation in Education |
| Beschreibung: | This study explores the integration of Language Reactor, a digital tool that enhances English language learning through dual-language subtitles, interactive dictionaries, and sentence-mining features, among undergraduate students in an English language and literature department. With the growing popularity of streaming platforms like Netflix for language study, Language Reactor provides learners with valuable opportunities to improve comprehension and vocabulary acquisition. This research employs metaphor analysis to examine students' perceptions of the program's effectiveness in enhancing language skills. Participants described their experiences with Language Reactor through metaphors, revealing key themes such as learning facilitation, guidance/support, knowledge enhancement, and accessibility/usability. The findings indicate that students view Language Reactor as a practical, supportive, and engaging tool that aids in their language acquisition, particularly in vocabulary retention, comprehension, and interaction with authentic English content. These insights highlight the potential for digital media and AI-driven language tools to foster self-directed learning in higher education. Additionally, the metaphorical analysis provides a nuanced understanding of students' attitudes towards the integration of technology in language education, suggesting strategies for educators to guide the effective use of such tools in language classrooms. |
| Publikationsart: | Article |
| Dateibeschreibung: | application/pdf |
| ISSN: | 2148-9068 |
| DOI: | 10.33710/sduijes.1614114 |
| Zugangs-URL: | https://hdl.handle.net/10679/10420 https://doi.org/10.33710/sduijes.1614114 https://hdl.handle.net/20.500.12628/29483 https://dergipark.org.tr/tr/pub/sduijes/issue/91521/1614114 |
| Dokumentencode: | edsair.doi.dedup.....f28652fda433563c0ee6d950acdc32ee |
| Datenbank: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstract: | This study explores the integration of Language Reactor, a digital tool that enhances English language learning through dual-language subtitles, interactive dictionaries, and sentence-mining features, among undergraduate students in an English language and literature department. With the growing popularity of streaming platforms like Netflix for language study, Language Reactor provides learners with valuable opportunities to improve comprehension and vocabulary acquisition. This research employs metaphor analysis to examine students' perceptions of the program's effectiveness in enhancing language skills. Participants described their experiences with Language Reactor through metaphors, revealing key themes such as learning facilitation, guidance/support, knowledge enhancement, and accessibility/usability. The findings indicate that students view Language Reactor as a practical, supportive, and engaging tool that aids in their language acquisition, particularly in vocabulary retention, comprehension, and interaction with authentic English content. These insights highlight the potential for digital media and AI-driven language tools to foster self-directed learning in higher education. Additionally, the metaphorical analysis provides a nuanced understanding of students' attitudes towards the integration of technology in language education, suggesting strategies for educators to guide the effective use of such tools in language classrooms. |
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| ISSN: | 21489068 |
| DOI: | 10.33710/sduijes.1614114 |