Etkileşimli Videoların İngilizce Öğrenimine Etkisi: Beşinci Sınıflarda Başarı ve Tutumsal Sonuçlar

Öz

Bu çalışma, etkileşimli videoların Türkiye'deki ortaokul öğrencilerinin İngilizce dil başarısı ve tutumları üzerinde etkililiğini incelemiştir. Etkileşimli videolar dil eğitiminde umut vaat etse de, ortaokul öğrencilerinin başarı ve tutumları üzerindeki etkilerine dair deneysel kanıtlar sınırlıdır. Yarı deneysel bir desen kullanılarak 80 beşinci sınıf öğrencisi deney (n=42) ve kontrol (n=38) gruplara ayrılmıştır. Deney grubu, çoktan seçmeli, boşluk doldurma, sürükle-bırak, doğru/yanlış ve açık uçlu sorular içeren etkileşimli videolarla öğretim almış; kontrol grubu ise geleneksel öğretim yöntemleriyle eğitim görmüştür. Veriler, akademik başarı için ön-test ve son-test ile İngilizce öğrenmeye yönelik tutum ölçeği kullanılarak toplanmıştır. Sonuçlar, deney grubunun kontrol grubuna kıyasla akademik başarıda istatistiksel olarak anlamlı bir artış gösterdiğini ortaya koymuştur. Bununla birlikte, gruplar içinde veya arasında İngilizce öğrenmeye yönelik tutumlarda anlamlı bir değişiklik gözlemlenmemiştir. Bu bulgular, etkileşimli videoların dinleme becerisi, kelime edinimi ve genel dil yeterliliğini desteklemedeki bilişsel faydalarını vurgularken; duyuşsal sonuçlar için daha uzun süreli müdahaleler veya ek öğretim stratejileri gerektirebileceğine işaret etmektedir. Bu çalışma, teknoloji destekli dil öğrenimi alanyazınına katkı sunmakta ve etkileşimli videoların İngilizce öğretimine entegrasyonu için pratik çıkarımlar sağlamaktadır.

Anahtar Kelimeler

• akademik başarı
• etkileşimli videolar
• İngilizce öğrenme
• ortaokul
• öğrenci tutumları

The Impact of Interactive Videos on English Language Learning: Achievement and Attitudinal Outcomes in Turkish Fifth-Grade Classrooms

Abstract

This study investigated the effectiveness of interactive videos on English language achievement and attitudes among Turkish secondary school students. While interactive videos have shown promise in language education, empirical evidence regarding their impact on secondary school students' achievement and attitudes remains limited. Using a quasi-experimental design, 80 fifth-grade students were divided into experimental (n=42) and control (n=38) groups. The experimental group received instruction through interactive videos incorporating multiple-choice, fill-in-the-blank, drag-and-drop, true/false, and open-ended questions, while the control group received traditional instruction. Data were collected using pre- and post-tests for academic achievement and an attitude scale for English language learning. Results revealed a significant improvement in academic achievement for the experimental group compared to the control group, with a large effect size. However, no significant changes were observed in students’ attitudes toward English language learning within or between groups. These findings highlight the cognitive benefits of interactive videos in fostering listening comprehension, vocabulary acquisition, and overall language proficiency, while suggesting that affective outcomes may require longer interventions or additional instructional strategies. This study contributes to the growing body of literature on technology-enhanced language learning and offers practical implications for integrating interactive videos into English language instruction.

Keywords

• academic achievement
• English language learning
• interactive videos
• secondary school
• student attitudes.

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