Technology as Tool or Force? A Corpus-Assisted Critical Discourse Analysis of Educational Technology Framings in Turkish and Anglophone Academic Writing
SAGE OPEN, cilt.1, sa.1, ss.1, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 1 Sayı: 1
- Basım Tarihi: 2026
- Dergi Adı: SAGE OPEN
- Derginin Tarandığı İndeksler: Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Source Ultimate (EBSCO), Scopus, Social Sciences Citation Index (SSCI), Education Abstracts, ERIC (Education Resources Information Center), EBSCO Education Source, Directory of Open Access Journals
- Sayfa Sayıları: ss.1
- Trakya Üniversitesi Adresli: Evet
Özet
This study examines how educational technology is discursively constructed in academic writing through a corpus-assisted critical discourse analysis of English-language abstracts from Turkish and Anglophone educational research published between 2012-2025. Building on Hayes' (2015) critique of instrumentalist "use of technology" framings in policy documents, this research investigates whether such framings exist in academic paper abstracts and explores cross-cultural variations in technological conceptualization therein. Two specialized corpora were compiled: 1,163 Turkish abstracts (270,067 tokens) from DergiPark and 3,863 Anglophone abstracts (720,317 tokens) from ERIC database. Using LancsBox X with USAS semantic tagging, the study analyzed collocational patterns between "use" and "technology" and examined linguistic presentations of technology as monolithic versus specified concepts. Findings reveal that instrumentalist framings significantly exceed general English usage in both corpora, with the Turkish corpus showing stronger instrumentalist tendencies (607.26 vs 298.48 normalized frequency for "use of technology"). Turkish scholars also demonstrated more pronounced monolithic technology framings, using singular "technology" forms at a 6.65:1 ratio compared to 2.24:1 in Anglophone abstracts. Through Feenberg's critical theory of technology, these patterns are interpreted as reflecting embedded technical codes that position technology as external tools rather than socially constituted practices. The study contributes to understanding how educational technology paper abstracts reproduces rather than challenges dominant technological framings, with implications for implementation in developing nations influenced by policy borrowing.