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MOBİL-YOĞUN-PODCAST DİNLEMENİN İNGİLİZCE ÖĞRETMEN ADAYLARININ DİNLEME, KONUŞMA VE ELEŞTİREL DÜŞÜNME BECERİLERİNE ETKİSİ

Yıl 2017, Cilt: 7 Sayı: 2, 94 - 122, 11.07.2017
https://doi.org/10.17943/etku.280176

Öz

Yabancı
dil eğitiminin nispeten göz ardı edilen beceri alanı olarak değerlendirilen
dinlemenin, genel olarak dil becerilerinin geliştirilmesinde kritik bir rolü
bulunmaktadır. Bu çalışmada, dinleme becerilerinin geliştirilmesinde mobil
teknolojilerin kullanımını içeren ve tablet bilgisayarlarda podcastler
aracılığıyla yürütülen iki yıllık bir projenin bir parçası olan mobil-yoğun
dinleme süreçlerinin etkilerine odaklanılmaktadır. Bu amaçla öntest-sontest
kontrol gruplu deneysel desenin kullanıldığı ve yansız olarak atanan 58
(deney=29; kontrol=29) katılımcının yer aldığı yaklaşık 10 hafta süren deneysel
işlem (mobil-yoğun-podcast-dinleme süreci) gerçekleştirilmiştir. Bu süreçte deney
grubu katılımcıları sunuş yoluyla verilen dinleme ve sesletim dersine ek olarak
26 saat süren bir yoğun dinleme etkinliğine katılırken kontrol grubu
katılımcıları ders kapsamının dışında herhangi bir dinleme etkinliğine
katılmamışlardır. . Dikkat, tekrar ve dinleme yardımı sağlaması ve öğretici
kontrollü olması ve mobil bir uygulama ile tablet bilgisayar ortamında
gerçekleştirilmesi mobil-yoğun-podcast-dinleme sürecinin öne çıkan
özellikleridir. Bulgulara göre, süreçte gerçekleştirilen dinleme etkinlikleri
kapsamında deney grubunda bulunmanın dinleme-anlama, konuşma ve eleştirel
düşünme becerileri ile eleştirel düşünme eğilimlerini artırmada anlamlı bir
fark meydana getirmediği ortaya çıkmaktadır. Nitel analiz sonuçları ise dikkat
ve motivasyona yönelik faktörlerin mobil-yoğun-dinleme etkinliklerindeki önemini
ön plana çıkartmaktadır
.

Kaynakça

  • Abdalhamid, F. (2012). Listening comprehension strategies of Arabic-speaking ESL learners. Unpublished MA Thesis, Colorado: Colorado State University.
  • Abraham, L.B. ve Williams, L. (2009). Electronic discourse in language learning and language teaching. Philadelphia: John Benjamins Publishing.
  • Abt, G. ve Barry, T. (2007). The quantitative effect of students using podcasts in a first year undergraduate exercise physiology module”, Bioscience Education e-Journal, 10, 1-9.
  • Berne, J. E. (1998). “Examining the relationship between L2 listening research, pedagogical theory, and practice”, Foreign Language Annals, 31, 169–190.
  • Bruno, C., Jham, Gabriela V., Howard, E., ve Strassler, L. G. (2007). Joining the podcast revolution. J Dent Educ, 72(3), 278-281.
  • Campbell, D. T. Stanley, J. C., ve Gage, N. L. (1963). Experimental and quasi-experimental designs for research. Boston:Houghton Mifflin, 171-246.
  • Cebeci, Z. ve Tekdal, M. (2006). “Using podcasts as audio learning objects” Interdisciplinary Journal of E-Learning and Learning Objects, 2(1), 47-57.
  • Chen, Y. S., Kao, T. C., Sheu, J. P., ve Chiang, C. Y. A. (2002). Mobile scaffolding-aid-based bird-watching learning system. Wireless and Mobile Technologies in Education, 2002, Proceedings. IEEE International Workshop on IEEE, 15-22.
  • Chinnery, G. M. (2006). “Emerging technologies. Going to the Mall: Mobile Assisted Language Learning. Language Learning & Technology, 10(1), 9-16.
  • Corell, (ty.) Intensive listening. University of Texas Austin, Foreign Language Teaching Methods-Listening. https://coerll.utexas.edu/methods/modules/listening/02/intensive.php adresinden 2 Mayıs 2016 tarihinde alınmıştır.
  • Çuhadar, C. ve Odabaşı, F. (2004). Mobil teknolojilerin eğitimde kullanımı. Uluslararası 2. Balkan Eğitim Bilimleri Kongresi, Edirne, 317-321.
  • Ducate, L. ve Lomicka, L. (2009). Podcasting: An effective tool for honing language students' pronunciation?, Language Learning & Technology, 13(3), 66-86.
  • Dupuy, B. C. (1999). Narrow listening: An alternative way to develop and enhance listening comprehension in students of French as a foreign language, System, 27(3), 351-361.
  • Facione, P.A., Facione, N.C., ve Giancarlo, C.A. (2000). The disposition toward critical thinking: Its character, measurement, and relationship to critical thinking skill”, Informal Logic, 20(1), 61-84.
  • Fernandez-Duque, D., Baird, J. A., ve Posner, M. I. (2000). Executive attention and metacognitive regulation. Consciousness and Cognition, 9(2), 288-307.
  • Feyten, C. M. (1991). The power of listening ability: An overlooked dimension in language acquisition. The Modern Language Journal, 75(2), 173-180.
  • Fraenkel, J. R., Wallen, N., Hyun, H. (2012). How to design and evaluate research in education (8th ed.), New York, NY: McGraw-Hill.
  • Godwin-Jones, R. (2005). Skype and podcasting: Disruptive technologies for language learning, Language Learning & Technology, 9(3), 9-12.
  • Gülseçen, S., Gürsul, F., Bayrakdar, B., Çilengir, S., ve Canım, S. (2010). Yeni nesil mobil öğrenme aracı: Podcast. Akademik Bilişim’10 – XII, Akademik Bilişim Konferansı Bildirileri, 787-792.
  • Hasan, M. M. ve Hoon, T. B. (2013). Podcast applications in language learning: A review of recent studies. English Language Teaching, 6(2), 128.
  • Jones, G. (2013). Developing a CEFR-Aligned test from scratch: A case study. Paper presented at Language Testing in Europe: Time for a New Framework?
  • Jones, V. ve Jo, J. H. (2004). Ubiquitous learning environment: An adaptive teaching system using ubiquitous technology. In Beyond the Comfort Zone, Proceedings of the 21st ASCILITEConference, 468-474.
  • Kökdemir, D. (2003). Belirsizlik durumlarında karar verme ve problem çözme. Yayımlanmamış Doktora Tezi, Ankara: Ankara Universitesi.
  • Krashen, S.D. (1982). Principles and practice in second language acquisition, Oxford: Pergamon
  • Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16-46.
  • Kukulska-Hulme, A. ve Traxler, J. (2005). Mobile learning: A handbook for educators and trainers. New York, NY: Routledge.
  • Mayer, R. (2003). Learning and instruction, New Jersey: Pearson Education.
  • Mendelsohn, D. J. (1994). Learning to listen: A strategy-based approach for the second language learner, San Diego, CA: Dominie Press.
  • Nataatmadja, I. ve Dyson, L. E. (2008). The role of podcasts in students’ learning. iJIM, 2(3), 17-21.
  • Nation, I. S. P. ve Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York, NY: Routledge.
  • Nunan, D. (1997). Listening in language learning. The Language Teacher, 23(9), 47-51.
  • O’Bryan, A. ve Hegelheimer, V. (2007). Integrating CALL into the classroom: The role of podcasting in an ESL listening strategies course. ReCALL, 19(2), 162–180. doi:10.1017/S0958344007000523
  • Odabaşı, H. F., Kuzu, A., Girgin, C., Cuhadar, C., Kıyıcı, M., ve Tanyeri, T. (2009). Reflections of Hearing Impaired Students on Daily and Instructional PDA use. International Journal of Special Education, 24, 1.
  • Osada, N. (2004). Listening comprehension research: A brief review of the past thirty years”, Dialogue, 3, 53–66.
  • Pearson (2010). The revised Pearson Test of English general”, Pearson www.pearsonpte.com adresinden 30 Mayıs 2016 tarihinde alınmıştır.
  • Pearson (2011). Guide to Pearson Test of English General, Pearson. http://www.pearson.com.ar/files/pdf/PTEG_GuideL1.pdf adresinden 30 Mayıs 2016 tarihinde alınmıştır.
  • Peters, K. (2007). M-learning: Positioning educators for a mobile, connected future”, International Journal of Research in Open and Distance Learning, 8(2), 1-17.
  • Rahimi, M. ve Katal, M. (2012). The role of metacognitive listening strategies awareness and podcast-use readiness in using podcasting for learning English as a foreign language. Computers in Human Behavior, 28(4), 1153-1161.
  • Richards, J. C. (2008). Teaching listening and speaking: From theory to practice. New York: Cambridge University Press.
  • Senemoğlu, N. (2015). Gelişim öğrenme ve öğretim: Kuramdan uygulamaya. Ankara: Yargı Yayınevi.
  • Taguchi, N. (2002). L2 learners’ strategic mental processes during a listening test. JALT Journal, 23, 26- 31.
  • Vandergrift, L. (1997). The Cinderella of communication strategies: Receptive strategies in interactive listening. Modern Language Journal, 81, 494-505.
  • Vandergrift, L. (2004). Listening to learn or learning to listen?”, Annual Review of Applied Linguistics, 24, 3–25.
  • Vandergrift, L. ve Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: An empirical study, Language and Learning, 60(2), 470-497.
  • Wipf, J. (1984). Strategies for teaching second language listening comprehension. Foreign Language Annals, 17, 345-48.

EFFECTS OF MOBILE-INTENSIVE-PODCAST LISTENING ON LISTENING, SPEAKING, AND CRITICAL THINKING SKILLS OF PRE-SERVICE ENGLISH TEACHERS

Yıl 2017, Cilt: 7 Sayı: 2, 94 - 122, 11.07.2017
https://doi.org/10.17943/etku.280176

Öz

As a relatively neglected side of foreign
language education, listening-comprehension skill has vital role to promote
other language skills. Part of a two-year project, this study aimed to examine
the effects of mobile-extensive-podcast listening activities via tablet PCs on
listening, speaking, critical thinking skills and critical thinking
dispositions as well as listening strategy development of pre-service English
teachers based on qualitative and quantitative data. For this aim, true
experimental research model was adopted with a control group using
pre/posttests. The intervention was Mobile-intensive-podcast-listening and the
salient features of this intervention were that it was attentive, repetitive,
supportive, instructor-led, and was delivered via an android application on
tablet PCs. Findings indicated that mobile-intensive-podcast-listening had no significant
effect on improving listening, speaking, critical thinking skills, and
listening strategies. Based on the qualitative data, results highlighted the
importance of attentional and motivational factors for improving listening
skills.

Kaynakça

  • Abdalhamid, F. (2012). Listening comprehension strategies of Arabic-speaking ESL learners. Unpublished MA Thesis, Colorado: Colorado State University.
  • Abraham, L.B. ve Williams, L. (2009). Electronic discourse in language learning and language teaching. Philadelphia: John Benjamins Publishing.
  • Abt, G. ve Barry, T. (2007). The quantitative effect of students using podcasts in a first year undergraduate exercise physiology module”, Bioscience Education e-Journal, 10, 1-9.
  • Berne, J. E. (1998). “Examining the relationship between L2 listening research, pedagogical theory, and practice”, Foreign Language Annals, 31, 169–190.
  • Bruno, C., Jham, Gabriela V., Howard, E., ve Strassler, L. G. (2007). Joining the podcast revolution. J Dent Educ, 72(3), 278-281.
  • Campbell, D. T. Stanley, J. C., ve Gage, N. L. (1963). Experimental and quasi-experimental designs for research. Boston:Houghton Mifflin, 171-246.
  • Cebeci, Z. ve Tekdal, M. (2006). “Using podcasts as audio learning objects” Interdisciplinary Journal of E-Learning and Learning Objects, 2(1), 47-57.
  • Chen, Y. S., Kao, T. C., Sheu, J. P., ve Chiang, C. Y. A. (2002). Mobile scaffolding-aid-based bird-watching learning system. Wireless and Mobile Technologies in Education, 2002, Proceedings. IEEE International Workshop on IEEE, 15-22.
  • Chinnery, G. M. (2006). “Emerging technologies. Going to the Mall: Mobile Assisted Language Learning. Language Learning & Technology, 10(1), 9-16.
  • Corell, (ty.) Intensive listening. University of Texas Austin, Foreign Language Teaching Methods-Listening. https://coerll.utexas.edu/methods/modules/listening/02/intensive.php adresinden 2 Mayıs 2016 tarihinde alınmıştır.
  • Çuhadar, C. ve Odabaşı, F. (2004). Mobil teknolojilerin eğitimde kullanımı. Uluslararası 2. Balkan Eğitim Bilimleri Kongresi, Edirne, 317-321.
  • Ducate, L. ve Lomicka, L. (2009). Podcasting: An effective tool for honing language students' pronunciation?, Language Learning & Technology, 13(3), 66-86.
  • Dupuy, B. C. (1999). Narrow listening: An alternative way to develop and enhance listening comprehension in students of French as a foreign language, System, 27(3), 351-361.
  • Facione, P.A., Facione, N.C., ve Giancarlo, C.A. (2000). The disposition toward critical thinking: Its character, measurement, and relationship to critical thinking skill”, Informal Logic, 20(1), 61-84.
  • Fernandez-Duque, D., Baird, J. A., ve Posner, M. I. (2000). Executive attention and metacognitive regulation. Consciousness and Cognition, 9(2), 288-307.
  • Feyten, C. M. (1991). The power of listening ability: An overlooked dimension in language acquisition. The Modern Language Journal, 75(2), 173-180.
  • Fraenkel, J. R., Wallen, N., Hyun, H. (2012). How to design and evaluate research in education (8th ed.), New York, NY: McGraw-Hill.
  • Godwin-Jones, R. (2005). Skype and podcasting: Disruptive technologies for language learning, Language Learning & Technology, 9(3), 9-12.
  • Gülseçen, S., Gürsul, F., Bayrakdar, B., Çilengir, S., ve Canım, S. (2010). Yeni nesil mobil öğrenme aracı: Podcast. Akademik Bilişim’10 – XII, Akademik Bilişim Konferansı Bildirileri, 787-792.
  • Hasan, M. M. ve Hoon, T. B. (2013). Podcast applications in language learning: A review of recent studies. English Language Teaching, 6(2), 128.
  • Jones, G. (2013). Developing a CEFR-Aligned test from scratch: A case study. Paper presented at Language Testing in Europe: Time for a New Framework?
  • Jones, V. ve Jo, J. H. (2004). Ubiquitous learning environment: An adaptive teaching system using ubiquitous technology. In Beyond the Comfort Zone, Proceedings of the 21st ASCILITEConference, 468-474.
  • Kökdemir, D. (2003). Belirsizlik durumlarında karar verme ve problem çözme. Yayımlanmamış Doktora Tezi, Ankara: Ankara Universitesi.
  • Krashen, S.D. (1982). Principles and practice in second language acquisition, Oxford: Pergamon
  • Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16-46.
  • Kukulska-Hulme, A. ve Traxler, J. (2005). Mobile learning: A handbook for educators and trainers. New York, NY: Routledge.
  • Mayer, R. (2003). Learning and instruction, New Jersey: Pearson Education.
  • Mendelsohn, D. J. (1994). Learning to listen: A strategy-based approach for the second language learner, San Diego, CA: Dominie Press.
  • Nataatmadja, I. ve Dyson, L. E. (2008). The role of podcasts in students’ learning. iJIM, 2(3), 17-21.
  • Nation, I. S. P. ve Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York, NY: Routledge.
  • Nunan, D. (1997). Listening in language learning. The Language Teacher, 23(9), 47-51.
  • O’Bryan, A. ve Hegelheimer, V. (2007). Integrating CALL into the classroom: The role of podcasting in an ESL listening strategies course. ReCALL, 19(2), 162–180. doi:10.1017/S0958344007000523
  • Odabaşı, H. F., Kuzu, A., Girgin, C., Cuhadar, C., Kıyıcı, M., ve Tanyeri, T. (2009). Reflections of Hearing Impaired Students on Daily and Instructional PDA use. International Journal of Special Education, 24, 1.
  • Osada, N. (2004). Listening comprehension research: A brief review of the past thirty years”, Dialogue, 3, 53–66.
  • Pearson (2010). The revised Pearson Test of English general”, Pearson www.pearsonpte.com adresinden 30 Mayıs 2016 tarihinde alınmıştır.
  • Pearson (2011). Guide to Pearson Test of English General, Pearson. http://www.pearson.com.ar/files/pdf/PTEG_GuideL1.pdf adresinden 30 Mayıs 2016 tarihinde alınmıştır.
  • Peters, K. (2007). M-learning: Positioning educators for a mobile, connected future”, International Journal of Research in Open and Distance Learning, 8(2), 1-17.
  • Rahimi, M. ve Katal, M. (2012). The role of metacognitive listening strategies awareness and podcast-use readiness in using podcasting for learning English as a foreign language. Computers in Human Behavior, 28(4), 1153-1161.
  • Richards, J. C. (2008). Teaching listening and speaking: From theory to practice. New York: Cambridge University Press.
  • Senemoğlu, N. (2015). Gelişim öğrenme ve öğretim: Kuramdan uygulamaya. Ankara: Yargı Yayınevi.
  • Taguchi, N. (2002). L2 learners’ strategic mental processes during a listening test. JALT Journal, 23, 26- 31.
  • Vandergrift, L. (1997). The Cinderella of communication strategies: Receptive strategies in interactive listening. Modern Language Journal, 81, 494-505.
  • Vandergrift, L. (2004). Listening to learn or learning to listen?”, Annual Review of Applied Linguistics, 24, 3–25.
  • Vandergrift, L. ve Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: An empirical study, Language and Learning, 60(2), 470-497.
  • Wipf, J. (1984). Strategies for teaching second language listening comprehension. Foreign Language Annals, 17, 345-48.
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Serkan Şendağ

Nuray Gedik 0000-0003-3251-1123

Mustafa Caner

Sacip Toker

Yayımlanma Tarihi 11 Temmuz 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 7 Sayı: 2

Kaynak Göster

APA Şendağ, S., Gedik, N., Caner, M., Toker, S. (2017). MOBİL-YOĞUN-PODCAST DİNLEMENİN İNGİLİZCE ÖĞRETMEN ADAYLARININ DİNLEME, KONUŞMA VE ELEŞTİREL DÜŞÜNME BECERİLERİNE ETKİSİ. Eğitim Teknolojisi Kuram Ve Uygulama, 7(2), 94-122. https://doi.org/10.17943/etku.280176