YTU ELT students attitude towards using soft copy materials

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YILDIZ TEKNİK ÜNİVERSİTESİ
EĞİTİM FAKÜLTESİ
YABANCI DİLLER BÖLÜMÜ ANABİLİM DALI
İNGİLİZCE ÖĞRETMENLİĞİ BÖLÜMÜ
YTU ELT STUDENTS’ ATTITUDE TOWARDS USING SOFT-COPY
MATERIALS
LİSANS TEZİ
BURAK BASUT
EMRE MOR
TURGUT ÖLEMEZ
YUNUS EMRE SARIGÜL
İSTANBUL
Haziran, 2012

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ACKNOWLEDGMENT
After working with this thesis research, we would say that we felt tired and exhausted
some time but in the end, it was one of the best things we did in our university careers.
So we are very happy to be a part of this research.
Our deep thanks go first and foremost to Yrd. Doç. Dr. Suzan Kavanoz Hatipoğlu and
Yrd. Doç. Dr. Gülru Yüksel for guiding us during the process of preparing our thesis
and inspiring us for this research. Special thanks to our close friends for their kind
supports.
We would like to express our thanks to our volunteers and colleagues in Yildiz
Technical University.

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ABSTRACT
The main goal of this research is to find out about Yildiz Technical University English
Language Teaching students‟ attitudes towards soft copy use. This research was held by
a sample of 100 volunteers. A questionnaire transformed from a newly developed e-
learning scale was used to gather the data.
The results show that there are significant differences in the attitudes towards soft copy
use based on grade. On the other hand, the results show no differences in the attitudes
towards soft copy use based on volunteers‟ gender. Also, the study reveals that Ytu Elt
students generally have good attitudes towards soft copy use.
Key Words: Soft copy, Attitudes, Yildiz Technical University, English Language
Teaching.

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ÖZET
Bu araştırmanın temel amacı Yıldız Teknik Üniversitesi İngilizce Öğretmenliği
Bölümü‟ndeki öğrenim gören öğrencilerin elektronik materyal kullanımına bakış açısını
ortaya çıkarmaktır. Araştırma 100 gönüllü tarafından gerçekleştirilmiştir ve araştırmada
kullanılan anket elektronik öğrenme anketinin araştırmaya uygun şekilde adapte edilmiş
halidir.
Sonuçlar, elektronik materyal kullanımına karşı farklı sınıflarda farklı tutumların
geliştiği görülmüştür. Öte yandan, elektronik materyal kullanımına bakışta cinsiyetin bir
değişken olmadığı ortaya çıkmıştır. Ayrıca araştırma sonunda Yıldız Teknik
Üniversitesi İngilizce Öğretmenliği Bölümü öğrencilerinin elektronik materyal
kullanımına karşı olumlu tutum sergiledikleri gözlemlenmiştir.

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TABLE OF CONTENTS
PAGE
Acknowledgment……………………………………………………………………………….i
Abstract…………………………………………………………………………………………ii
Özet……………………………………………………………………………………………..iii
Table of Contents…………………………………………………………………………...…iv
List of Figures…………………………………………………………………………………vi
List of Tables…………………………………………………………………………………...vii
Chapter 1: INTRODUCTION
1.1 Presentation…………………………………………………………………………1
1.2 Thesis Overview…………………………………………………………………….1
1.3 Statement of the Problem…………………………………………………………...1
1.4 Purpose of This Research……………………………………………………………4
1.5 Research Hypothesis……………………………………………………………...…4
1.6 Thesis Structure……………………………………………………………………..4
1.7 Definitions to some Key Concepts………………………………………………….5
Chapter 2: LITERATURE REVIEW
2.1 Presentation…………………………………………………………………………6
2.2 Definitions of the Soft Copy ………………………………………………………6
2.3 The evolution of the Soft Copy…………………………………………………….7
2.3.1 History Timeline of Soft Copy…………………………………………...7
2.3.1.1 Instructor Led Training (Pre 1983) …………………………….7
2.3.1.2 Multimedia Era (1984 to 1993)…………………………………7
2.3.1.3 Introduction of Web - (1994 - 1999)……………………...……8
2.3.1.4 The Next Generation Web (2000 to now)………………………8
2.3.2 Uses of Soft Copy…………………………………………………………9
2.4 Soft Copy Dimensions……………………………………………………………….9
2.4.1 Attitudes……………………………………………………………..….…9

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2.4.2 Advantages……………………………………………………………….10
2.4.3 Disadvantages………………………………………………………….....11
2.4.4 Implementations Barriers…………………………………………………11
2.4.5 Differences in Attitudes towards Soft Copy Material Class Based on
Educational Levels…………………………………………………………......13
2.4.6 The Future………………………………………………………………...13
2.4.6.1 Rich-Media Instructors…………………………………………13
2.5 Turkey and Soft Copy………………………………………………………………13
2.5.1 Fatih Project………………………………………………………………13
2.5.2 Smart Board in Turkey…………………………………………………...17
2.5.3 Evolution in Computerization…………………………………………….17
2.5.4 Overhead Projectors………………………………………………………18
2.6 Examples of Seminal Studies in Soft Copy Usage and E-learning………………...18
2.6.1 Newton‟s Study (2003)…………………………………………………...18
2.6.2 Cheng‟s Study…………………………………………………………….19
2.6.3 Alghazo‟s Study (2006)…………………………………………………..20
2.7 Summary……………………………………………………………………………22
Chapter 3: RESEARCH DESIGN AND METHODOLOGY
3.1
Presentation…………………………………………………………………………….23
3.2 Participants…………………………………………………………………………23
3.3 Research Design…………………………………………………………………....23
3.4 Instruments…………………………………………………………………………24
3.5 Data Collection……………………………………………………………………..24
3.6 Data Analysis……………………………………………………………………….25
3.6.1 Target Population Sampling Method……………………………………..25
3.6.2 Research Limitations…………………………………………………..…25
3.7 Data Analysis Method……………………………………………………………...26

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Chapter 4: DATA ANALYSIS, FINDINGS AND DISCUSSION
4.1 Descriptive Analysis……………………………………………………………….27
4.1.1 The Participants of the Questionnaires…………………………………...27
4.1.2 The Gender of the Participants…………………………………………..27
4.2 Hypothesis Testing…………………………………………………………………27
4.2.1 Negative attitudes towards soft copy use hypothesis…………………….28
4.2.2 Gender Differences Hypothesis…………………………………………..43
4.2.3 Grade Differences Hypothesis……………………………………………47
4.3 Interview Findings………………………………………………………………….47
4.3 Discussion and Findings……………………………………………………………48
Chapter 5: CONCLUSION AND RECOMMENDATION
5.1 Presentation………………………………………………………………………...49
5.2 Conclusion………………………………………………………………………….49
5.3 Research Implications………………………………………………………………49
5.4 Recommendations………………………………………………………………….50
References…………………………………………………………………………..….51
Appendix: Questionnaire (English)……………………………………………………..

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LIST OF TABLES
PAGE
Table:1.0………………………………………………………………………….........27
Table:1.1……………………………………………………………………………….27
Table:2.0……………………………………………………………………………….28
Table:2.1……………………………………………………………………………….29
Table:2.2……………………………………………………………………………….30
Table:2.3……………………………………………………………………………….31
Table:2.4………………………………………………………………………………..32
Table:2.5………………………………………………………………………………..33
Table:2.6………………………………………………………………………………..34
Table:2.7………………………………………………………………………………..35
Table:2.8………………………………………………………………………………..36
Table:2.9………………………………………………………………………………..37
Table:2.10………………………………………………………………………………38
Table:2.11………………………………………………………………………………39
Table:2.12………………………………………………………………………………40
Table:2.13………………………………………………………………………………41
Table:2.14………………………………………………………………………………42
Table:3.0……………………………………………………………………………….28
Table:3.1…………………………………………………………………………..…..29

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Table:3.2………………………………………………………………………………30
Table:3.3………………………………………………………………………………31
Table:3.4………………………………………………………………………………32
Table:3.5 ……………………………………………………………………………..33
Table:3.6………………………………………………………………………………34
Table:3.7………………………………………………………………………………35
Table:3.8………………………………………………………………………………36
Table:3.9………………………………………………………………………………37
Table:3.10……………………………………………………………………………..38
Table:3.11……………………………………………………………………………..39
Table:3.12…………………………………………………………………………….40
Table:3.13……………………………………………………………………………..41
Table:3.14…………………………………………………………………………….42
Table:4.0………………………………………………………………………………44
Table:4.1………………………………………………………………………………45
Table:4.2……………………………………………………………………………….46
Table:4.3……………………………………………………………………………….47

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CHAPTER ONE
INTRODUCTION
1.1 PRESENTATION
In this chapter, thesis overview, statement of the problem, purpose of the research,
research hypotheses, thesis structure and definitions of some key concepts will be
presented.
1.1 THESIS OVERVIEW
Soft copy usage has attracted a stunning development in the use of e-learning in recent
years, and consequently, computer-mediated communication has attracted more
attention. When soft copy usage was first introduced in e-learning, it had created
excitement among researchers and practitioners. Many educators and researchers had
high hopes for soft copy, because soft copy provided more access to information and
communication technologies, and ultimately leaded to a new revolution in education.
There have been several studies to investigate the attitudes towards soft copy in the
world. However, ours will be the first in Yildiz Technical University.
1.2 STATEMENT OF THE PROBLEM
The first motivation about changing our education system started with the invitation of
the American educator and philosopher John Dewey (1859-1952) to Turkey by Mustafa
Kemal Ataturk in 1924. It was certainly the turning point between Turkey and the
United States' relationship in terms of Turkish educational system. He was invited to
Turkey to make his proposals to establish a democratic culture by the way of public
school; to democratize the education of children; and to train the "army of teachers" in
accordance with the democratic principles. Dewey firstly examined the Turkish
education system and proposed that, it is dangerous to imitate the educational system of
other nations in exact form and the formation of Turkish system should synthesize the

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good parts of various countries' systems. For Dewey, the most urgent problem of
Turkey was teachers and their situations. As the heart of education was the teacher, the
reform had to begin by improving the position of teachers. Children were supposed to
be active and innovative in the democratic society. Two years after, Dewey was invited
again by the Turkish government to build up a modern educational system. According
to Dewey, children should have been rescued from becoming the slave of books. As
Dewey proposed, libraries and exhibitions were established. The Ministry of Education
sent librarians to abroad to study library science. Dewey stressed that the schools should
be made the centers of community life, especially in the rural districts.
The Dewey's report reflects not just his educational ideas, but the ideas of Turkish
educators whom Dewey talked with during his journey. Indeed, it is really difficult to
separate the views of Turkish educators who were under the influence of European
education, from that of Dewey. In the Turkish journals of 1925, it is possible to see the
advertisement of a special school which declared that its aim was to bring up men of
business and life by applying the teaching methods of progressive schools in America.
However, despite all the above mentioned activities, the Turkish educational system
was not able to rescue itself from the traditional school system.
In Turkey, there are many different teaching styles in practice but we will be focusing
on the modern approach which is based on soft copy use. Our aim is to determine the
attitudes of Yildiz Technical University ELT-Department students towards soft copy
use. As mentioned above, there has been no concrete improvement in Turkish
educational system for years. Turkish educational system is theoretically based on
Dewey‟s constructivism theory yet it could not keep up with the recent changes in
technology. The adaptation of technology in Turkish education system has always been
a problem and this research aims to investigate the reasons behind this problem.
As the study‟s hypothesis supports the idea of modern school system, we are highly
thinking that new material can be useful and be beneficial for our future education. As
we agree with this idea, initially we need to check our future teachers‟ aims about their
teaching systems and approaches. As the technology has changed and improved we are

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thinking that soft copy material could be more visible and easier to reach for their
education.
In conclusion recent improvements and developments in the area of technology make us
to research the attitude of using technology. As we cannot investigate the whole country
system, we take our university students as a control group for our experiments.
The importance of technology in education has gained momentum and research on soft
copy use has become crucial to expand the new frontiers of education in language
learning. This research on soft copy use has focused on topics such as attitudes of Yildiz
Technical University Elt Department‟s students towards soft copy usage, evaluation of
gender and grade differences, comparison of traditional and computer assisted learning.
Soft copy is a necessity for teacher candidates in order to keep up with the technological
developments in educational area. Thus, this research about soft copy use initiates the
following questions:
1. What is YTU ELT Students‟ attitude towards using soft copy materials?
2. What are the demographic factors affecting soft copy?
3. What would learners like to use in their classroom environment; soft copy or hard
copy?
4. Could soft copy usage facilitate learning process according to the interviewees?
5. What are the advantages of using soft copy?
Different researchers from different parts of the world discussed attitudes towards soft
copy usage. However, we found that there is a lack of research in this area in Yildiz
Technical University ELT Department. By studying the attitudes towards soft copy in
Ytu, we try to fill this research gap.
The study investigates what the attitudes of Ytu Elt students towards using soft copy
materials are. In addition, it shows whether these teacher candidates have a common
tendency using soft copy materials in their educational lives. In this respect, the goal of
this study is to reveal the common tendency towards using soft copy among Ytu Elt
students.

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1.4 PURPOSE OF THE RESEARCH
Few studies have analyzed the attitudes towards soft copy. Our study aims to fill this
gap by analyzing the attitudes of Ytu Elt students towards soft copy use. More
specifically, our objective is to analyze Ytu Elt students‟ attitudes and expectations
towards using soft copy, examine the impact of some variables such as gender and
grade level on the attitudes towards using soft copy in Ytu.
Also, this research will indicate further researches. Furthermore it is hoped that this
study will enlighten future studies and lessons for our mentors and students. At the same
time, this research can lead to create new teaching environments in Yildiz Technical
University.
1.5 RESEARCH HYPOTHESES
In this research it is hypothesized that:
H1: Ytu Elt students will report negative attitudes towards soft copy.
H2: There will be statistically considerable differences in attitude towards soft copy
based on gender.
H3: There will be considerable differences in attitude towards soft copy based on grade
level.
1.6 THESIS STRUCTURE
This thesis comprises of five chapters. The first chapter is the introductory chapter,
summarizing what the thesis is about. The second chapter is the literature review, in
which previous theories and models related to our study topic are analyzed. The third
chapter discusses the research design and methodology. The main topic of chapter four
is data analysis, discussion and findings. The fifth and last chapter ends with our
conclusion and recommendation.

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1.7 DEFINITIONS OF SOME KEY CONCEPTS
A soft copy is the unprinted digital document file. This term is often contrasted with
hard copy. It can be regarded as a rule by selecting the appropriate image editing
program such as Word processing programs, database programs, or presentation
software, depending on file type.
Also, the vocabularies below are the keywords that we will use much in our research. It
will be beneficial to check their meanings clearly according to our study.
Ytu Elt refers to Yildiz Technical University English Language Department.
ICT (information and communications technology - or technologies) is an umbrella
term that includes any communication device or application, encompassing: radio,
television, cellular phones, computer and network hardware and software, satellite
systems and so on, as well as the various services and applications associated with
them, such as video conferencing and distance learning.
Hard copy is a printout of data stored in a computer. It is considered hard because it
exists physically on paper, whereas a soft copy exists only electronically.
E-learning comprises all forms of electronically supported learning and teaching. The
information and communication systems whether networked learning or not, serve as
specific media to implement the learning process.

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CHAPTER TWO
LITERATURE REVIEW
2.1 PRESENTATION
In this chapter, definition of the soft copy, evolution to soft copy, history timeline of the
soft copy, instructor led training, multimedia era, introduction of web, the next
generation web, uses of soft copy, soft copy dimensions attitudes, advantages,
disadvantages, implementation barriers, differences in attitudes towards soft copy
material class based on educational levels, the future, rich-media instructors will be
presented.
2.2 DEFINITION OF THE SOFT COPY
A soft copy is the unprinted digital document file. This term is often contrasted with
hard copy. It can be regarded as a rule by selecting the appropriate image editing
program such as Word processing programs, database programs, or presentation
software, depending on file type.
It can be transported from one computer to another through file transfer / download
mechanisms as an email attachment or via USB drives and other drives. Keeping a
digital copy of a document can allow easy editing of it later.
With soft-copies of work over traditional printed documents eliminates the need for
paper and ink. Multiple copies of the same document can be held in various versions,
allowing the user to back down from a previous version easily. In addition, soft copies
are more easily manipulated by users than hard copies, which can be both an advantage
and a disadvantage.
If soft copies are kept on storage media, they conserve office space. Softcopy
documents are more portable compared to hard copy, because it is not bulky like hard
copy.

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2.3 THE EVOLUTION TO SOFT COPY
2.3.1. History Timeline of Soft Copy
Soft copy use evolved gradually through the phase of time. Computers and Internet are
major roles in bring soft copy to what it is today. Education has various standards in
many countries and regions. Software is designed to meet various these standards and
academic curriculum. Below we shall discuss a brief timeline on the evolution of soft
copy.
2.3.1.1 Instructor Led Training (Pre 1983)
Prior to the availability of computers everywhere and with everyone, Instructor
Led Training (ILT) was the primary training method. ILT allowed students to focus on
their studies and to come in direct contact and interaction with their instructors and
classmates. Drawbacks of ILT were high costs and time. Students had to ensure to take
time off from all other activities and be enrolled into academic institutions and spend
most of their time there.
2.3.1.2 Multimedia Era (1984 to 1993)
The mid 1980‟s and early 1990‟s saw a much changing computer era. Most of the
people started to understand the importance of computers and it started to become a
need rather than a luxury product. Various operating systems like Windows, Macintosh
for Apple Computers with their easy to use Graphical User interface made it easy for
the users to take a much more liking towards computers. Applications also evolved with
higher standards focusing on the ease of use by the end-users. Microsoft‟s Office
package that included standards day-to-day applications like MS-Word, MS-Excel, MS-
PowerPoint, MS-Access and such added software‟s made using programs easier. Out of
this applications such as PowerPoint became the major instrument of soft copy. CD-
ROM‟s made it easier for these programs to be carried and stored easily rather than
carrying multiple numbers of Floppy Disks. All this led to the advancement of the
multimedia era.

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With the use of multimedia applications and in an attempt to make training more
transportable and visually engaging, Computer Based Training (CBT) courses were
delivered via CD-ROM.
This availability of anytime, anywhere via CD-ROM‟s provide time and cost savings
compared to the ILT‟s and gradually reshaped the training industry.
These too had its disadvantages. Despite these benefits and saving of time and cost,
these courses lacked the personal student-instructor interaction and dynamic
presentations making the experience somewhat less satisfying. Students started to find it
slower and less engaging.
2.3.1.3 Introduction of Web - (1994 - 1999)
Introduction of the internet and the World Wide Web, gave insights into training
providers to explore its potentiality and find ways to improve training. The introduction
of email, Web browsers, HTML, media players, low fidelity streamed audio/video and
simple Java began to change the process of lessons.
CBT‟s improved with text and graphics, but the graphics provided were of low quality.
E-mails provided standards whereby CBT‟s and similar contents could be reached to
students with ease, but care had to be taken for these files to be of small file size due to
the Internet bandwidth capacity.
2.3.1.4 The Next Generation Web (2000 to now)
Various technology advancements have enhanced the variety of soft copy material has
shaped today. Application like Java and other IP (Internet Protocol) applications help
streamlining rich media. Internet has evolved with high bandwidth lines enabling users
to access large files easily and with speed. This has led to a combination of ILT along
with electronic highway. Today, live instructor led training (ILT) via the Web can be
combined with real-time mentoring, improved learner services and up-to-date. This
growth in Internet, Web enables instructors to deliver high quality content directly to
the users.
With the evolution of PDA (Personal Desktop Assistants) and Smartphone and wireless
technologies such as WLAN (Wireless Local Area Network), GPRS (Global Packet
Radio Service) web based contents and emails can be accessed from anywhere,

9
anytime. These enhanced training solutions provide greater cost savings, higher quality
of learning experience and are the educational standards are being revolutionized and
changing to adopt soft copy materials as the basis for many educations levels.
2.3.2 Uses of Soft Copy
Soft copy materials are used in everywhere and across all types of areas. Soft copy
usage is deployed with the objective of enhancing the students knowledge and cost
saving. Using soft copy also helps to reach geographically dispersed groups, to provide
“anywhere-anytime” learning, to provide consistency, to ensure compliance with
regulations, and to improve productivity.
Educational institutions use soft copy for broadening the academic scope. Soft copy use
can provide much more references and learning scopes than the ones provided in the
usual text books (hard copies).
2.4. SOFT COPY DIMENSIONS
2.4.1 Attitudes
Previous researches found a favorable attitude towards soft copy usage. For example,
Peters (1993) explored the possible benefits provided by soft copy materials. Results
show great conformity to deriving benefits of soft copy in both teaching and research.
However, faculty members in this study expressed certain reservations regarding the
future implementation of soft copy usage at the university; for example: “One day the
university will receive all its learning provision through soft copy using”, “soft copy
materials will help faculty members develop better teamwork and inter-personal skills”
and “saving time and making economy in teaching programs”. These attitudes reflect
faculty members‟ lack of trust in one another‟s ability in using advanced technologies in
teaching. Also using the technology helps students and teachers about their
communication even they are away from each other.
The most appreciated aspect of Web-enhanced instruction was the enhancement of
communication opportunities with the course instructor, followed by the availability of
instructor‟s presentations using by internet, getting grades from the web, online
submission of assignments, posing questions through the internet, saving time, thorough
understanding of the course materials, and enhancing communication opportunities with

10
classmates respectively. However, most female students preferred having a hardcopy of
the course syllabus rather than printing it from the web.
2.4.2 Advantages
Previous researches listed several advantages for using soft copy materials.. These
include:
1. Obtaining new information from the Web very fast and easily.
2. Communication with the course instructor.
3. Discussions on course content through the internet.
4. Easy access to course related materials.
5. Submitting assignments through the Web.
6. Enhancement of course understanding.
Flexibility and visibility also has been listed as major advantages of soft copy usage.
Flexibility in a variety of forms was also an often-identified positive feature of the on-
line school. Students were able to work at home, to get extra credits that did not fit into
the regular school day, and/or to take a course that was not offered at their home school.
The advantages can be summarized as follows:
. Flexibility, accessibility, convenience.
. Multimedia capability.
. Increased reliability.
. Cross-platform capabilities.
. Web browser software and Internet connections are widely available.
. Inexpensive worldwide distribution.
. Ease of reach information.
. Just-in-time, personal, adaptive, user-centric.
. Paper cost and time savings.

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2.4.3 Disadvantages
Every application has two sides. Soft copy also has its disadvantages:
. Access capabilities: Unlike the hard copy materials you cannot use them without
a computer or technological device. And this situation can limit your working areas.
Also some students may not have computer at their home.
. Internet connection speed: Sometimes low speed or internet reaching problem
can stop your lesson unlike your plan.
. Developer limitation: Some materials cannot be used without their provision.
. Type of content (not all content is suitable for soft copy usage): Some
educational institutions are not yet ready to adapt to the soft copy usage capabilities due
to which many of the contents cannot be adopted to the computer platforms.
. Learner motivation and initiative: Some students can prefer hard copy materials.
And this can lower their motivation to the class.
. Loss of a live (physically present): Sometimes students feel awkward about
using soft copy materials.
. Portability: Soft copy materials should be made portable and compatible to all
computer applications via CD‟s, DVD‟s and Internet.
2.4.4 Implementation Barriers
Several barriers to the implementation of soft copy are:
1. Increased time commitment (workload) for academic staff.
2. Development time.
3. Delivery time.
4. Lack of extrinsic incentives/rewards.
5. Lack of strategic planning and visions.
6. Lack of support.
7. Lack of training in technological developments.
8. Lack of support for pedagogical aspects of developments.

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For example, in one study (Mihhailova, 2006) the main problems concerning soft copy
were summed up as follows:
• Lecturers‟ lack of time. Mainly it is related to preparing the e-course and adjusting
existing courses into e-course format.
• Lack of clarity in compensation system. Soft copy is different from ordinary learning
and teaching. Unfortunately, so far no clear rules have been formulated as to how to
measure and pay fairly for the work of an e-teacher.
• Uncertainty on how to measure teaching quality and little interest in co-operation
between e-course developers. It appears to be still unclear about how to measure
teaching quality in e-learning and also the rules and guidelines on how to prepare and
develop a good e-course are missing.
• Learning materials and time management. In case of ordinary learning situation, the
planning and time management is being done for the student by curriculum
administration department. But in case of e-learning course, the student himself/herself
has to take active role in it and that necessitates much more self- discipline and becomes
one of the major issues why students drop e-courses.
• Loss of “teacher‟s aura” and possibility of discussion. Some special subjects (e.g.
social work, law etc.) require a lot of discussion and quick feedback and that makes the
notion of turning these courses into full-fledged e-courses highly questionable. Blended
learning offers solution: lectures in virtual environment, seminars, and practical
assignments in class room – in face-to-face environment.
• Time-management. Although students find themselves at ease and working at their
own by using soft copy materials, both teacher and students can save times during their
classes.
• Technology. The technology issues followed two main themes: hardware problems
with the school‟s network server help them to reach information immediately.
• Comparison to regular courses. Some students felt that the courses which helped by
soft copy materials was more difficult than the work their peers in normal regular paper
were doing. Others said that they felt the courses which used soft copy materials took
more time than that of their peers in regular courses.

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2.4.5 Differences in Attitudes towards Soft Copy Material Class Based on
Educational Levels
Generally speaking, the experience of applying soft copy materials has been found to
play an important role in a multimedia class. For example, in one study (Cheng, 2006)
the survey results indicated that the students who use soft copy materials for business
courses were found to be much more willing to utilize using this material again. It is
easy to see that students who applied for business courses have a positive attitude and
inclination towards the usage of soft copy materials.
2.4.6 The Future
As discussed earlier, soft copy materials has already revolutionized the educational
patterns in all areas. Soft copy materials is not limited to the boundaries of academic
institutions like schools, colleges and universities but is applicable to all kinds of areas
where leaning is a continuous process. We shall now discuss as to various aspects that
will be affected by the usage of soft copy materials.
2.4.6.1 Rich-Media Instructors
Use of rich-media instructors will become an industry standard for all types and levels
of users throughout the internet. Improvements to technology are happening on a daily
basis and these improvements are helping the growth of soft copy materials. Content
developers are customizing the soft copy materials based on age, race, style and
academic levels and these are being deployed locally and internationally. Keep these
above in view; products are developed with a global view. These have also helped to
keep the development costs down and increased soft copy usage across the enterprise.
2.5 TURKEY AND SOFT COPY
2.5.1 F@tih Project
Turkey has initiated FATIH Project with the aim of enabling equal opportunities in
education and improving technology in schools for the efficient usage of information
and communication technology (soft copy) tools in the learning-teaching processes by
appealing to more sense organs in all 620.000 schools that are in the preschool

14
education, the primary education and the secondary education through providing tablets
and LCD Smart Boards. In-service trainings for teachers are going to be held in order to
provide effective usage of the ICT equipment that is installed in the classes in the
learning- teaching process. In regards to this process, educational e-contents are going
to be formed by according the current teaching programs to the ICT supported
education. In this context, FATIH Project has composed of 5 different components and
these components can be listed as:
1. Providing Equipment and Software Substructure
2. Providing Educational e-content and Management of e-content
3. Effective Usage of the ICT in Teaching Programmes
4. In-service Training of the Teachers
5. Conscious, Reliable, Manageable and Measurable ICT Usage
FATIH Project that has been carried out by the Ministry of Education has also been
supported by the Ministry of Transport. It has been planned that FATIH Project will
have been finalized in the next five years.
Aim of this project:
In this project, it is aimed to provide ICT equipment to classes in order to
achieve the ICT supported teaching until the end of 2013 in related to the goals that take
place in the Strategy Document of the Information Society, the Development Report,
the Strategy Plan of our Ministry and The Policy Report of ICT that have described all
activities of our country in the process of being an information society and have been
formed within the scope of the e-transformation of Turkey.
Warrant of this project:
The goal has been declared as “Information and Communication Technologies (soft
copy materials) will be one of the main instruments of the education process and it will
also make teachers and students use these technologies effectively” in the Strategy of
Information Society that has been prepared by the State Planning Organization (2006-

15
2010). In this context, it has been wished that complement of the infrastructure of the
information and communication technologies in the institutions in which Formal
Education and Informal Education, improving competency of the students‟ usage of the
information and communication technologies in these institutions, and development of
the programs that are supported by the information and communication technologies.
Moreover, in the Information Society Strategy, in order to transform our society to
information society, described goals in the below list are aimed within the scope of our
Ministry‟s work space:
· Lifelong learning approach, development of the proper structures in which all
individuals can improve themselves through e-learning, and development of the
e-content.
· All students that graduate from secondary education should have the ability to use
the basic information and communication technologies.
· One of the three individuals in society should benefit from e-education facilities
through the effective usage of internet.
· Providing equal opportunities to everybody on learning and usage of the
information and communication technologies.
· One of the two individuals in society should be internet user.
· Internet should be made reliable for society.
2.5.2 Smart Board in Turkey
The board is a device which gives us the opportunity to use it as a computer screen.
Smart board works reflecting the visual on a board which is equipped with special
sensors and it consists of a technology that is always in the interaction with board
surface and the computer. Also our hand writings could be saved in PowerPoint, word,
excel etc. formats that supplies more secure and easy method to save the information of
instructor for learners. These smart boards are now in very limited usage in Turkey
being only in some colleges, private courses and are not wide spread in public schools
so we‟re hardly to mention about a general usage of smart board in Turkey and it seems
that it will take pretty much time for all schools to obtain it for every class. The average

16
cost for a smart board with all its equipment is 4000 liras. However, some helpful rich
people are getting these devices for the schools around them.
Looking at the benefits of smart boards for learners;
- It lets the students get their creativity to high level
- Develops the ability to participate in social interactions
- Makes it possible for each different learner to proceed in their own speeds
- Increases self esteem
- Develops problem solving ability and the ability to focus on problems
- Saves time from learning duration
- Turns the abilities documentation, filing and having their references into a habit
- creates situations to make researches on previous works, to modify and use them
for their new studies
- especially usable and beneficial for math and language classes
- expands sharing attitudes
- gives opportunity to reach more and more information
- if someone has a lesson which he couldn‟t attend, he has the chance to get it
another time
Benefits for instructors;
- the instructor can use all of the soft materials as a education tool if he succeed to
integrate
- saves pretty much time in lectures
- keeps learners‟ motivation high and encourages them to participate
- uses visuals in a broad scale
- supplies quality in education
- turns boring, monotonous lectures in to entertainment
2.5.3 Evolution in Computerization
We live in fast times. The evolution of technology and the introduction of the Internet
have changed our workplace, our schools and our society. Not since the spread of
modern industrialization has our world changed so quickly in such a short period of

17
time. As educators, we must not only react to this change but be pro-active in order to
prepare our students for the emerging knowledge-based workforce and the challenges of
a global economy.
As teachers, we believe this requires the active use of new technology tools in our
classrooms. Students are naturally enthusiastic about new technology so finding ways to
channel that energy into learning is a great opportunity for all teachers. However,
changing familiar teaching methods can be a challenge. We see the emerging
technology available for teachers as a way to ignite our students‟ curiosity and make our
teaching materials more engaging and effective. Thanks to our short period of trainings,
we‟ve seen the difference in our students‟ successes as we‟ve introduced new ways to
help them learn so we believe that technology has earned a place in the classroom.
It's hard to believe that as late as the 1990‟s, the overhead projector was considered a
progressive teaching tool. Not every classroom was equipped with „the latest‟ tools,
requiring teachers to find a projector and wheel it into the classroom every time they
needed to use it. There were no laser printers either so we remember teachers spending
hours writing slides by hand in order to create a single presentation.
Although Information Technology classes were taught to the higher grades, the school
we attended had just two PCs for 1000 students. Today, not only are projectors standard
in most classrooms, but most schools have entire labs of computers available for teacher
access and many classrooms are equipped as well. Only 20 years ago we would have
thought that this was an impossible luxury. If we have seen these kinds of changes in
the last 20 years, what will the next 20 bring? How long will it be before every student
has a laptop? Will every school eventually have wireless access as a standard across the
campus? Will text books become strictly Web-based? Will students leave their
homework at home after they network their home and school computers?
Along with all of the changes in the available tools for teachers comes the challenge of
learning how to integrate new technology into our teaching methods. It's a challenge
that I am willing to take and I hope that what I have learned helps other teachers. It's an
exciting time to be an educator.

18
2.5.4 Overhead Projectors
Overhead projector is a machine, lets you reflect the materials prepared before the
lesson on a board or surface, these materials may be colorful or not, may be a picture, a
text, or graphic but the material must be transparent. Additionally, you can use the
machine as a transparent board on which you have the opportunity to make changes or
some additions and then cleaning. The projector at first seems versatile but several
disadvantages have lowered its usage in schools, we may number those deficiencies
like;
- No possibility for programming
- isn‟t suitable for individual study
- needs pretty much time to produce its materials, also needs some abilities like
photography
- no chance to apply more than one visual at the same time
- the order may be violated easily
For a short time in secondary schools in Turkey, giving lectures with overhead
projectors was very popular. Teachers used to apply the subjects on tracing papers then
proceed the class on them. At those times, this kind of having lessons were seem very
attractive and also were suggested heavily by inspectors.
2.6 EXAMPLES OF SEMINAL STUDIES IN SOFT COPY USAGE
AND E-LEARNING
Some studies have been conducted in this field by many authors. Below we shall
highlight a few of the studies.
2.6.1 Newton’s Study (2003)
The paper deals with the issues perceived as being important “barriers” to using
technology in teaching and learning within the academic staff community working in
higher education in the UK.

19
Methodology and Data Analysis:
The empirical data was gathered using questionnaires distributed to 300
academicians in the Information Technology sector of UK. The questionnaire was
divided into three main sections: (1) teaching experience using technology; (2) staff
perception on usefulness of technology; (3) additional comments and suggestions. The
respondents were selected via institutional websites. This study focused primarily in the
Information Technology field. The statistical software package SPSS was used to
analyze and present the data.
Result:
A virtual learning environment does not necessarily mean that they do not feel
that these initiatives are important. The study shows that although a lack of clarity is
evident in distance learning, yet this shows that there is a willingness to participate in
this activity which reflects the intrinsic values played by academic staff on teaching and
learning. Virtual learning environment barriers are not related to institutional support.
Organizational encouragement is important towards the progression of innovation.
Organization should ensure that effective strategies are in place prior to implementing
web based distance learning.
2.6.2 Cheng’s Study (2006)
This research thus used a technical college in Taiwan to survey students‟ level of
acceptance in applying e-learning for business courses. The purpose of the study was to
provide a clear reference for developing and promoting e-learning in all business
courses.
This research adopted a questionnaire survey in three stages. The first stage was
to receive the inputs from professional academicians in the related field. The second
stage targeted students from various departments; 45 in total. The final stage was a
second batch of students excluding the first 45 from the various departments and this
batch totaled to 180 students. The data was tested using Chi-square test.

20
Result:
E-learning will not reduce the difficulty of the coursework nor improve students‟
grades.
1. Gender does not have an obvious effect on the students‟ level of acceptance in
applying e-learning for business courses.
2. The experience of applying e-learning for business courses played a key factor in
affecting the level of acceptance.
3. School systems do not play a key factor in affecting students‟ level of acceptance in
applying e-learning for business courses.
4. Computer skills do not play a key role affecting students‟ level of acceptance in
applying E-learning for business courses.
2.6.3 Alghazo’s Study (2006)
This study aimed at investigating students‟ attitudes toward web-enhanced instruction in
an educational technology course taught in the College of Education at the United Arab
Emirates University.
This study was done in the Middle East region within the United Arab Emirates
within a student sample with an age range between 19 and 21 of female gender totaling
to 66 students. 88% of them own a personal computer, 26% prefer reading from paper
and 74% prefer reading from a screen. At the time of the study, there were no sections
of this course offered for male students and hence only female students were selected.
Data collection was done using modified version of the Web-based Instruction Scale
developed by Sanders and Morrison-Shetlar (2001) and a Likert type response scaling
asking participants to specify the degree of agreement or disagreement with items about
their attitude toward Web-based instruction and two items as free-response questions.
Results:
This study dealt with the following issues: student attitudes toward Web-
enhanced instruction, the effect of learning preference on attitude toward web-enhanced
instruction, effect of previous experience with Web-enhanced instruction on attitude,

21
advantages of Web-enhanced instruction as seen by female students, and obstacles to
Web-enhanced instruction as seen by female students.
The results from the total 66 female respondents revealed that:
•They have positive attitudes toward Web-enhanced instruction.
•26% preferred reading from screen, 74% preferred reading from papers.
•42% had previous experience with Web-enhanced instruction, and 58% did not have
such experience.
•Students see many advantages of Web-enhanced instruction such as obtaining grades,
communication with instructors, discussing course contents, easy access to course
related materials, submitting assignments and enhancement of course understanding and
communication with classmates.
•The difficulties perceived were in accessing the course from home, limited computers
in the labs and poor internet bandwidth.

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2.7 SUMMARY
The literature review has shed light on the importance of soft copy from various aspects.
The initial section of this chapter shed light into the evolution and current standards of
soft copy with benefits and also some of the disadvantages. The later section talked
about the different studies done on soft copy use and e-learning by various authors.
Only a few of the many studies have been selected to highlight the fact on the
importance and focus provided by various authors and educational institutions about
soft copy.
It can be summarized that soft copy materials are the standards of education today, as it
opens the doors to learning focusing on the individuals‟ priorities and learning skills.
Soft copy usage can be customized to meet all learning patterns, age, culture and varied
subjects. Soft copy materials are used in schools, businesses, government organizations,
non-government organizations, in short everywhere where there is a thirst for
knowledge. Turkey has taken the right steps required to attain this objective, but needs
to move faster to stay in pace. In the following chapters, we shall focus on the empirical
studies by collecting data from Yildiz Technical University English Language Teaching
Department students and relating them to our objective. Prior to which the following
chapter will discuss about the methodology used in collecting the various literature and
empirical data.

23
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
3.1 PRESENTATION
In this chapter, we are going to introduce our participants and methodological
framework. In addition, research design, data analysis methods and instruments are also
supposed to be conducted to analyze Ytu Elt students‟ attitudes towards soft copy use.
3.2 PARTICIPANTS
The participants of this study included 100 students at Yildiz Technical University
English Language Teaching Department in Istanbul from different grades, genders and
backgrounds. Their ages were between 19-21 years old and they were first, second and
third grade students at Yildiz Technical University, Faculty of Education ELT
Department. English was foreign language for these students. Their levels of English
proficiency were nearly the same. The sexes of them were 76 females and 24 males.
The questionnaire was applied to both sexes.
Interview was applied to 6 students from first, second and third grade. 2 students were
randomly chosen for each grade.
3.3RESEARCH DESIGN
In order to answer the research questions effectively, it was necessary to use a
quantitative and qualitative research approach. The design of the study was
experimental, because the students were randomly selected to participate and it was
observed that groups were different on some variable such as different grades and sexes.
The data was collected during the 2011-2012 academic school year. In this study, the
questionnaire was conducted via both internet survey and face-to-face interview to
identify the attitudes of Ytu Elt students in English learning and teaching (ELT)

24
department. The data determined the attitudes of Ytu Elt students towards soft copy use
in classroom setting.
A questionnaire was selected to obtain objectives of the research. The questionnaire was
applied to 100 students in Ytu. Sample included participants from junior, sophomores
and senior students of Ytu ELT department. Six of the participants were contacted and
interviewed face to face in order to get more details about their attitudes towards using
soft copy.
Cheng (2006) created a scale that assesses attitude towards e-learning and we adopted it
into soft copy usage. This scale consists of 15 items and it was used in the current study.
This scale has been reported to be valid and reliable Cheng (2006). In order to be able to
find out whether soft copy materials are preferred, the research study on the tendency
among Ytu Elt students towards using soft copy was conducted. The survey was
designed so as to gather information from students about their attitudes to soft copy
usage.
3.4 INSTRUMENTS
In this study, two instruments were used to gather data: a questionnaire and an
interview.
The questionnaire is a fifteen-item scale that measures attitudes towards e-learning
(Cheng, 2006). We adapted it into soft copy questionnaire. This scale consists of three
dimensions that measure individual perspective, learning effects and class management
within an electronic educational system. The reported reliability alpha of the scale in
Cheng‟s study is 0.8076.
3.5 DATA COLLECTION
The data collection process began at the beginning of April, 2012 and finished in the
beginning days of May, 2012. The primary source of this data was attitude
questionnaire that was conducted in ELT Department and the second source of data
collection material was interviews. The questionnaire including fifteen items was used
to gather general tendency of the students towards soft copy usage.

25
3.6 DATA ANALYSIS
The data was analyzed during 2011-2012 academic school year, in Yildiz Technical
University. The quantitative and qualitative research approaches were applied to
analyze the attitudes towards using soft copy.
3.6.1 Target Population and Sampling Method
The questionnaire used in this study was an attractive two-page booklet with a cover
page of brief instructions. Google documents were also used to collect data. The final
version of the questionnaire included two sections. The first section consisted of
demographic data such as age, gender, and education level. The second section covered
the fifteen-item soft copy usage scale.
Collecting data by mail surveys in Yildiz Technical University was easy. In order to
ensure an acceptable number of responses, it was used Elt Department‟s mail group to
reach a convenient number. A network of contacts cooperated in distributing and
returning the questionnaire. Also the questionnaires were administered to groups of
students who completed them in the classroom. Students responded voluntarily and
were not compensated for their participation.
A total of 100 questionnaires were distributed. Confidentiality of responses was
emphasized in the cover letter with the title “Ytu Elt Students‟ Attitudes towards Soft
Copy Usage Survey” in the text. To reduce social desirability artifacts, the cover letter
indicated that the survey seeks “attitudes towards soft copy material” and nothing else.
3.6.2 Research Limitations
In the process of preparing this study, it was faced some problems and obstacles that
caused some limitations to the study. One of these limitations was „time‟. The time of
collecting data was limited, and hence, the sample size selected was relatively small.
Results, therefore, had to be interpreted scrupulously.
Also as there were not many researches about this subject in this area, the study had
difficulty about the literature review but it was benefited from subject related to e-
learning and the compromise between the past researchers and this one. On the other
hand, writing a hypothesis was very difficult as there was not any experiment on this
area before.

26
3.7 Data Analysis Method
Factor analysis was used as the main procedure of data analysis. Factor analysis is a
technique that represents a number of variables in term of a smaller number of factors,
or latent variables as they are often referred to. Averages of students‟ responses were
calculated and they were used for creating graphics to represent differences in grade and
gender differences. The identification of these factors is important for at least two
reasons. Firstly, it can provide useful theoretical insights into underlying relationships
and patterns in the data, and secondly, it can enable data containing highly correlated
variables. A distinction can be made between two different types of factor analysis,
exploratory and confirmatory. Exploratory factor analysis which is going to be used in
this study identifies relationships among variables which are often far from obvious in
the original data.

27
CHAPTER FOUR
DATA ANALYSIS, FINDINGS AND DISCUSSION
4.1 DESCRIPTIVE ANALYSIS
A total of 100 questionnaires were collected. The data were grouped according to
different demographic factors such as gender and age. Tables below show the sample‟s
different descriptive statistics.
4.1.1 The Participants Of the Questionnaires
Freshman (first) 40 40%
Sophomore (second) 33 33%
Junior (third) 27 27%
Table:1.0
4.1.2 The Gender Of the Participants
Male 23 23%
Female 77 77%
Table:1.1
4.2 HYPOTHESES TESTING
In this section of chapter four, the research hypotheses will be tested. In this research it
is hypothesized that:
H1: Ytu Elt students will report negative attitudes towards soft copy.
H2: There will be statistically considerable differences in attitude towards soft copy
based on gender.
H3: There will be considerable differences in attitude towards soft copy based on grade
level.

28
4.2.1 Negative Attitudes towards Soft Copy Use Hypothesis
Table:2.1
Comment: As there are no district differences between male and female or 1th, 2nd and 3rd
students, it not possible to discuss an obvious idea for this question. But the answers of 2nd
grade students show that they have some problem about the soft copy usage in their lessons.
Although their classroom and campus conditions are the same with others, they differentiate
from each other because of their teachers they are taken from.
In this case, it can be investigated for further investigations by other people and tried to do
some improvements in positive side.
1) I think the teacher‟s application of soft copies in teaching language courses helps me
learn a lot.
Strongly
Disagree
Strongly
Agree
1 - Strongly Disagree 7 7%
2 6 6%
3 35 35%
4 32 32%
5 - Strongly Agree 20 20%
Table:3.0
3,8 3,6 3,8
2,8 2,72
3,3
3,8
3,8 4
All Male Female All Female Male All Female Male
1th Grade1th Grade1th Grade 2nd
Grade
2nd
Grade
2nd
Grade
3rd Grade3rd Grade3rd Grade
1) I think the teacher’s application of soft
copies in teaching language courses helps me
learn a lot.

29
Table:2.1
Comment: For this question, their rates about using soft copy are obviously high. None of the
grates are lower than 3.00 points which means that whole students have affirmative ideas
about the usage of soft copy.
These results encourage both us and our teachers to use more soft copy material in their
further teaching times. Also it shows that in their future life, they are thinking that using soft
copy materials and technology will help them in their classes.
2) I‟m in favor of applying soft copies for language courses.
Strongly
Disagree
Strongly
Agree
2 9 9%
3 31 31%
4 35 35%
Table:3.1
3,9
3,77
3,9
3,1 3,0 3,25
3,8 3,9 3,6
Grade
2nd
Grade
2nd
Grade
2) I’m in favour of applying soft copies for
language courses.

30
Table:2.2
Comment: As this question tells idea about their mentors, they generally prefer to give
negative answer for this question. But also here we saw an apparent nuance between second
grade and the others.
This results support the idea we told for the second questions. It seems the second grade
students have some problems about their mentors. This also forces us to ask students another
specific question for making some positive changes in their classes.
3) I think the teacher‟s application of soft copies in teaching language courses is a waste
of my time.
Strongly
Disagree
Strongly
Agree
2 37 37%
3 15 15%
4 16 16%
Table:3.2
2,05
2,7
1,8
3,0 3,2
2,75
2,0 1,95
2,3
Grade
2nd
Grade
2nd
Grade
3) I think the teacher’s application of soft
copies in teaching language courses is a
waste of my time.

31
Table:2.3
Comment: Again in this question, the students who give negative answer are the only second
grade ones. Also girls are more pessimist than the males.
This result obviously indicates that second grade students do not agree that applying soft copy
material in their teaching lessons is not so much practical to improve their level of language.
In addition that, all male group is closer to be part of a class in which soft copy materials are
used.
4) I think my grade will improve by applying soft copies to language courses.
Strongly
Disagree
Strongly
Agree
2 18 18%
3 28 28%
4 37 37%
Table:3.3
3,7
3,3
3,8
2,8 2,72
3,1
3,4 3,2
3,8
Grade
2nd
Grade
2nd
Grade
4) I think my grade will improve by applying
soft copies to language courses.

32
Table:2.4
Comment: This question shows the students‟ attitudes about whether to use soft copy in
classes.
There is an apparent nuance between second grade and the other grades in this question.
This results support that second grade students ignore whether their teachers apply soft
copy.
5) I will find language courses easier if the teacher applies soft copies in teaching.
Strongly
Disagree
Strongly
Agree
2 10 10%
3 29 29%
4 36 36%
Table:3.4
3,775 3,7 3,7
2,9 2,88
3,25
3,8 3,85 3,6
1th
Grade
1th
Grade
1th
Grade
2nd
Grade
2nd
Grade
2nd
Grade
3rd
Grade
3rd
Grade
3rd
Grade
5) I will find language courses easier if the
teacher applies soft copies in teaching.

33
Table:2.5
Comment: This question aims to measure whether students want to use soft copies in their
future career. Second grade students are not volunteers to apply soft copy materials in their
classes. Second grade students generally prefer to give negative answers to questions.
As this result suggests, first and third grade students are enthusiastic to apply soft copy
material in their future careers.
6) By means of soft copies, I (should) like language courses more and more.
Strongly
Disagree
Strongly
Agree
2 16 16%
3 38 38%
4 25 25%
Table:3.5
3,525
2,5
3,8
2,5 2,52
2,75
3,44 3,5
3,1
Grade
2nd
Grade
2nd
Grade
6) By means of soft copies, I (should) like
language courses more and more.

34
Table:2.6
Comment: This question aims to measure whether students want others to apply soft copy
materials. There are no district differences between first and third grade students, for that
reason, it not possible to discuss an obvious idea for this question. But the answers of 2nd
grade students show that they neither agree nor disagree to usage of soft copy for others. But
male of the second grade are still more open to usage of soft copy than female ones.
7) I hope the teachers who conduct language courses may apply soft copies in their
teaching.
Strongly
Disagree
Strongly
Agree
2 9 9%
3 26 26%
4 41 41%
Table:3.6
3,8
3,5
3,9
3 2,88
3,375
3,85 3,95
3,5
Grade
2nd
Grade
2nd
Grade
7) I hope the teachers who conduct language
courses may apply soft copies in their
teaching.

35
Table:2.7
Comment: This question shows us that the first and third graders are more willing to use soft
copies in language courses than second graders, it can be inferred from the graphics that
second grades are not willing to use soft copies in classroom they are more likely to choose
using traditional methods in classroom environment. Also females on both grades shows more
enthusiasm towards using soft copies than the males, we hypothesized that the males would
be eager to use soft copies than the girls but the results show vice versa.
8) Applying soft copies for language courses is more relaxing and delightful than the
traditional method.
Strongly
Disagree
Strongly
Agree
2 13 13%
3 27 27%
4 32 32%
Table:3.7
3,975
3,55
4,09
2,93 2,88 3,125
3,81 3,90
3,5
Grade
2nd
Grade
2nd
Grade
8) Applying soft copies for language courses is
more relaxing and delightful than the
traditional method.

36
Table:2.8
Comment: When we compare the two different educational methods (traditional and the
modern method) by using this graphic, we can say that using soft copies may create a lively
environment because the modern method is student-centered and in traditional method it is
teacher centered so there is no surprise that the students from all grades and genders chooses
to apply soft copies in language courses.
9) Applying soft copies for language courses is more sprightly and lively for the
curriculum.
Strongly
Disagree
Strongly
Agree
2 13 13%
3 23 23%
4 39 39%
Table:3.8
3,65
2,88
3,87
3,18 3,16 3,25
3,88 4
3,5
1th Grade 1th Grade 1th Grade 2nd Grade 2nd Grade 2nd Grade 3rd Grade 3rd Grade 3rd Grade
9) Applying soft copies for language courses is
more sprightly and lively for the curriculum.

37
Table:2.9
Comment: When we analyze the answers given to this question, we find out that first grades
and third grades seem to be more interested in applying soft copy in language courses but
while analyzing second grades we realize that soft copy usage in language classroom doesn‟t
attract them but the males seems to prefer using soft copy in language classrooms more
intentionally.
10) Soft copies make me more interested in language courses.
Strongly
Disagree
Strongly
Agree
2 18 18%
3 28 28%
4 27 27%
Table:3.9
3,825
3,55
3,9
2,9 2,76
3,375
3,62 3,714
3,3
1th Grade 1th Grade 1th Grade 2nd Grade2nd Grade 2nd Grade 3rd Grade 3rd Grade 3rd Grade
10) Soft copies make me more interested in
language courses.

38
Table:2.10
Comment: This question aims to measure whether students believe in improving chance of
interaction with teacher in classroom environment and the effects of soft copy usage in
improving teacher-student interaction in classroom. When we analyze the results of the
question, it is obvious that second grades do not believe that applying soft copies will increase
interaction between students and teacher in classroom, yet both first grade females and third
grade females seem more likely to agree with this statement.
11) By applying soft copies for language courses, the chance of interaction with the
teacher is enhanced.
Strongly
Disagree
Strongly
Agree
2 12 12%
3 39 39%
4 31 31%
Table:3.10
3,625
3,1
3,7
2,84 2,68
3,375 3,4 3,47
3,16
1th Grade 1th Grade 1th Grade 2nd Grade2nd Grade 2nd Grade 3rd Grade 3rd Grade 3rd Grade
11) By applying soft copies for language courses, the
chance of interaction with the teacher is enhanced.

39
Table:2.11
Comment: The group who supports that the interaction between student and teacher can be
enhanced thanks to soft copy use thinks that the interaction between students can also be
increased by using soft copy materials in classroom environments. Second grades do not also
believe that applying soft copies will increase interaction between students in classroom.
12) By applying soft copies for language courses, the chance of interaction with my
classmates can be enhanced.
Strongly
Disagree
Strongly
Agree
2 12 12%
3 30 30%
4 35 35%
Table:3.11
3,75
3,55
3,8
2,9 2,72
3,75
3,4 3,42 3,5
12) By applying soft copies for language
courses, the chance of interaction with my
classmates can be enhanced.

40
Table:2.12
Comment: While preparing and using soft copy materials, as a teacher is supposed to use
computer technology, in this question, all the students are almost in the same idea which is
that the application of soft copy makes their computer competency higher.
13) Applying soft copies for language courses improves my computer skills.
Strongly
Disagree
Strongly
Agree
2 11 11%
3 9 9%
4 37 37%
Table:3.13
4,075
3,2
4,32
3,3 3,2
3,625
4,1 4,3
3,5
13) Applying soft copies for language
courses improves my computer skills.

41
Table:2.13
Comment: This question is basically based on students‟ attitude towards using internet for
self-learning. Second grade females are opposed to the idea that using soft copy encourages
them to learn on internet by themselves but the second grade males seems rather encouraged
by applying soft copy to continue learning on the internet.
14) Applying soft copies for language courses encourages me to continue learning on the
Internet by myself.
Strongly
Disagree
Strongly
Agree
2 11 11%
3 21 21%
4 35 35%
Table:3.13
3,95
3,4
4,1
2,93 2,68
3,75 3,96 4 3,83
14) Applying soft copies for language
courses encourages me to continue learning
on the Internet by myself.

42
Table:2.14
Comment: In this question, students show their attitudes to a language course in which soft
copy materials were used. There are no clear differences between first and third grade
attitudes. They all want to be a part of class in which soft copy materials were used. But
second grade students do not want to attend 1th, 2nd and 3rd students, it not possible to
discuss an obvious idea for this question. But the answers of 2nd grade students show that
they have some problem about the soft copy usage in such classes as soft copy materials were
used.
15) I‟m unwilling to learn language courses through using soft copies
Strongly
Disagree
Strongly
Agree
2 29 29%
3 15 15%
4 13 13%
Table:3.14
2,375
2,66
2,29
2,96 3,12
2,5
2,25 2,33
2
15) I’m unwilling to learn language courses
through using soft copies

43
4.2.2 Gender Differences Hypothesis
There are not clear differences between males and females students‟ attitude towards
soft copy use. While first and second grade males and females think that soft copy
usage in language courses is practical, second grade males and females think that soft
copy use is not so much useful for language courses.

44
Table:4.0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Freshman (first) All 3,8 3,9 2,05 3,7 3,775 3,525 3,825 3,975 3,65 3,825 3,625 3,75 4,075 3,95 2,375
Freshman (first) Female 3,83871 3,93548 1,83871 3,80645 3,77419 3,80645 3,90322 4,09677 3,87096 3,90322 3,77419 3,80645 4,32258 4,09677 2,29032
Freshman (first) Male 3,66666 3,77777 2,77777 3,33333 3,77777 2,55555 3,55555 3,55555 2,88888 3,55555 3,11111 3,55555 3,22222 3,44444 2,66666
0
0,5
1
1,5
2
2,5
3
3,5
4
4,5
5
Elt 1 General

45
Table:4.1
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Sophomore (second) All 2,87878 3,12121 3,09090 2,81818 2,96969 2,57575 3 2,93939 3,18181 2,90909 2,84848 2,96969 3,30303 2,93939 2,96969
Sophomore (second) Female 2,72 3,08 3,2 2,72 2,88 2,52 2,88 2,88 3,16 2,76 2,68 2,72 3,2 2,68 3,12
Sophomore (second) Male 3,375 3,25 2,75 3,125 3,25 2,75 3,375 3,125 3,25 3,375 3,375 3,75 3,625 3,75 2,5
0
0,5
1
1,5
2
2,5
3
3,5
4
Elt-2 General

46
Table:4.2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Junior (third) All 3,88888 3,88888 2,03703 3,40740 3,81481 3,44444 3,85185 3,81481 3,88888 3,62963 3,40740 3,44444 4,14814 3,96296 2,25925
Junior (third) Female 3,85714 3,95238 1,95238 3,28571 3,85714 3,52381 3,95238 3,90476 4 3,71428 3,47619 3,42857 4,33333 4 2,33333
Junior (third) Male 4 3,66666 2,33333 3,83333 3,66666 3,16666 3,5 3,5 3,5 3,33333 3,16666 3,5 3,5 3,83333 2
0
0,5
1
1,5
2
2,5
3
3,5
4
4,5
5
Elt-3 General

47
Table:4.3
1) I think
the
teacher’
s
applicati
on of
soft
copies in
teaching
language
course…
2) I’m in
favour of
applying
soft
copies
for
language
courses.
3) I think
the
teacher’
s
applicati
on of
soft
copies in
teaching
language
course…
4) I think
my
grade
will
improve
by
applying
soft
copies to
language
courses.
5) I will
find
language
courses
easier if
the
teacher
applies
soft
copies in
teachin…
6) By
means
of soft
copies, I
(should)
like
language
courses
more
and
more.
7) I hope
the
teachers
who
conduct
language
courses
may
apply
soft
copies…
8)
Applying
soft
copies
for
language
courses
is more
relaxing
and
delight…
9)
Applying
soft
copies
for
language
courses
is more
sprightly
and
lively…
10) Soft
copies
make
me more
intereste
d in
language
courses.
11) By
applying
soft
copies
for
language
courses,
the
chance
of
interac…
12) By
applying
soft
copies
for
language
courses,
the
chance
of
interac…
13)
Applying
soft
copies
for
language
courses
improve
s my
compute
r skills.
14)
Applying
soft
copies
for
language
courses
encoura
ges me
to
contin…
15) I’m
unwilling
to learn
language
courses
through
using
soft
copies
All 3,5225 3,6367 2,3926 3,3085 3,5198 3,1817 3,5589 3,5764 3,5735 3,4545 3,2936 3,3880 3,8420 3,6174 2,5346
0
0,5
1
1,5
2
2,5
3
3,5
4
4,5
All

48
4.2.3 Grade Differences Hypothesis
There are considerable differences in attitude towards soft copy based on grade level.
Second grade students are reluctant to use soft copy material use in language
classrooms. The reasons behind second grade students‟ reluctance towards soft copy
material use are discussed in discussion part.
4.3 INTERVIEW FINDINGS
An interview was applied to six volunteers from Yildiz Technical University English
Language Teaching Department to take more detailed information. Initially basic
information was given about e-learning, soft-copy material and the general circle of the
research to the interviewers. The interviewers were asked the questions below.
1) What do you think about soft-copy material usage in language learning
classroom? Is it beneficial or unnecessary?
2) Have you ever been in any kind of soft-copy material used class?
3) What were your basic impressions in the soft-copy material used class?
4) Do you think that using soft-copy materials provide a better learning
environment?
5) Which one do you prefer hard copy or soft copy? Why?
6) Do you support traditional language learning or Computer assisted language
learning?
7) As a teacher candidate would you think of using soft-copy materials in your
teaching career?
Here are the highlights of the interviews:
-All the interviewers have a background with soft copy material from their high schools
or universities.
-All of them support soft copy and think that soft copy materials are beneficial and
provide a better and faster learning because of having visual effect.

49
-The interviewers choose both soft copy and hard copy materials while studying on a
subject. They state that when they are in mobility, they prefer to use hard copy
materials.
-The interviewers emphasize that they are going to use both soft copy and hard copy
materials in their future teaching career.
-Almost all the interviewers agree that soft copy material is a good option to make
lesson more creative and interesting.
-One of the interviewers specifies that if students expose to soft copy material for long
minutes, they may probably lose their motivation.
-All the interviewers state that their students are going to be able to choose soft copy
material or hard copy material in terms of their teaching strategy.
4.4 DISCUSSION AND FINDINGS
The three hypotheses were examined in the previous section. The research findings
derived are as here under:
The results reject H1 which predicted that Ytu Elt students will show negative attitudes
towards soft copy due to their traditional view of education. From the results we can
conclude that Ytu Elt students have favorable attitudes towards the use of technology in
education.
Examining the impact of different factors such as gender and grade on the attitudes
towards soft copy use is the second objective of this study. Our results did not support
H2 which predicted that there will be differences in attitudes towards soft copy use
based on the respondents' gender status. H3 was supported as there was significant
difference in attitudes towards soft copy use based on the student‟s grade.
Second grades are not eager to apply soft copy materials in their classes. The reason
behind second grade students‟ reluctance towards soft copy material use may be
because of the difficulty of their curriculum.

50
CHAPTER FIVE
CONCLUSION AND RECOMMENDATION
5.1 PRESENTATION
This chapter incorporates the conclusion on the finding and provides recommendations
on the issues highlighted in the various chapters from this research work. The first
section covers the conclusions of this study. Research and policy implications are the
main topic of the second section. Finally, the study's recommendations are also included
in the sections three and four.
5.2 CONCLUSION
Few studies have analyzed the attitudes towards using soft copy in Turkey. The goal of
this study was to fill this research gap by analyzing the attitudes towards using soft copy
in Yildiz Technical University. The impact of some variables such as gender and grade
on attitudes towards using soft copy has also been examined.
From these research findings we can thus conclude that there exists a favorable attitude
towards using soft copy in Ytu. On the other hand, a gender gap was not thoroughly
found in attitudes towards using soft copy, while a difference was detected in this regard
based on grades between second grades and the others.
5.3 RESEARCH IMPLICATIONS
This research contributes to the literature on soft copy studies by systematically and
analytically assessing the attitudes towards soft copy use in Yildiz Technical University.
Perhaps the findings of this research will also increase confidence to researchers who
want to investigate their university students‟ attitudes as this research will be a guide for
them.

51
5.4 RECOMMENDATIONS
As soft copy systems in Turkey have a background, they are positively supported by
students. In education, soft copy systems have shown that they can support and enhance
the traditional educational systems.
It is suggested that Turkish government can establish an association of soft copy
institutions to facilitate a planned implementation of the system across the country. This
association should be aware of soft copy usage problems and try to manage these
problems by offering training programs for students and teachers.

52
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55
APPENDIX A:
QUESTIONNAIRE
Using Soft Copy Materials
We are trying to find out your attitude towards Using Soft Copy Materials. The
outcomes of this study will be used to define the need to use soft copy materials in
Yıldız Technical University Elt department. What is Soft Copy? Soft copy is the usage
of electonic materials and softwares such as computers, online documents, videos,
presentations and all kind of computer-assisted language materials.
What is your grade? *
Freshman (first) Sophomore (second) Junior (third)
What is your gender? *
Male Female
1) I think the teacher‟s application of soft copies in teaching language courses helps me
learn a lot. *
1 2 3 4 5
Strongly Disagree Strongly Agree
2) I‟m in favour of applying soft copies for language courses. *
1 2 3 4 5
3) I think the teacher‟s application of soft copies in teaching language courses is a
waste of my time. *
1 2 3 4 5
4) I think my grade will improve by applying soft copies to language courses. *
1 2 3 4 5
5) I will find language courses easier if the teacher applies soft copies in teaching. *
1 2 3 4 5

56
6) By means of soft copies, I (should) like language courses more and more. *
1 2 3 4 5
7) I hope the teachers who conduct language courses may apply soft copies in their
teaching. *
1 2 3 4 5
8) Applying soft copies for language courses is more relaxing and delightful than the
traditional method. *
1 2 3 4 5
9) Applying soft copies for language courses is more sprightly and lively for the
curriculum. *
1 2 3 4 5
10) Soft copies make me more interested in language courses. *
1 2 3 4 5
11) By applying soft copies for language courses, the chance of interaction with the
teacher is enhanced. *
1 2 3 4 5
Stronly Disagree Stronly Agree
12) By applying soft copies for language courses, the chance of interaction with my
classmates can be enhanced. *
1 2 3 4 5
Stronly Disagree Stronly Agree
13) Applying soft copies for language courses improves my computer skills. *
1 2 3 4 5

57
14) Applying soft copies for language courses encourages me to continue learning on
the Internet by myself. *
1 2 3 4 5
15) I‟m unwilling to learn language courses through using soft copies *
1 2 3 4 5

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