The relationship between EFL learners’ learning styles and their scores in audio and video-mediated L2 listening tests/İngilizce’yi yabancı dil olarak öğrenen öğrencilerin öğrenme biçimleri ile işitsel ve hem görsel hem işitsel dinleme testlerindeki puanl

Abstract

The inclusion of visuals in second language (L2) listening tests has long been a matter of interest for researchers (Progosh, 1996; Suvorov, 2009; Wagner, 2007, 2013). Yet, studies have often yielded indecisive and conflicting results. Besides, there have been few, if any, studies exploring the relationship between learners’ individual differences and their performance in audio and video-mediated listening tests. The aim of this study is thus to investigate the relationship between learners’ perceptual learning styles and their scores in audio and video-mediated L2 listening tests in a classroom based assessment context. It also investigates the impact of channel of input on L2 learners’ listening comprehension test scores. 27 Turkish learners of English as a foreign language took part in this study. A listening test consisting of two short academic lectures and eighteen short-answer comprehension questions was designed to assess the listening comprehension of learners. To detect the learners’ perceptual learning styles, the adapted version of Cohen, Oxford and Chi’s (2001) Learning Style Survey was conducted. The listening comprehension test scores of learners and their responses to the survey were statistically analyzed through SPSS version 20.0. The results indicated that there was not a significant difference between learners’ scores in audio and video-mediated listening tests. However, a one-way ANOVA revealed that kinesthetic learners scored significantly higher than the visual learners in audio listening test. As such, the results showed that audio listening tests favored or disfavored certain groups of learners, contrary to the commonly held assumption that they do not lead to test unfairness. It is hoped that the findings of this study will offer implications for designing valid and reliable listening tests to be used in classroom based assessment contexts. 

Keywords

• Learning styles, testing listening, video-mediated L2 listening test

(İNGİLİZCEYİ YABANCI DİL OLARAK ÖĞRENEN ÖĞRENCİLERİN ÖĞRENME BİÇİMLERİ İLE İŞİTSEL VE HEM GÖRSEL HEM İŞİTSEL DİNLEME TESTLERİNDEKİ PUANLARININ İLİŞKİSİ)

Abstract

Görsel öğelerin ikinci dilde yapılan dinleme testlerinde kullanılması uzun süredir araştırmacıların dikkatini çekmektedir. Fakat çalışmalarda çoğunlukla ortak bir sonuca ulaşılamamış ve çelişkili sonuçlar ortaya çıkmıştır. Bunun yanında öğrencilerin kişisel farklılıklar ile işitsel ve hem işitsel hem görsel dinleme testlerindeki performansları arasındaki ilişkiyi irdeleyen çalışmalara pek rastlanmamıştır. Bu nedenle bu çalışmada öğrencilerin algısal öğrenme biçimleri ile işitsel ve hem görsel hem işitsel dinleme testlerindeki puanlarının ilişkisi araştırılmaktadır. Ayrıca, girdi kanalının ikinci dil öğrenen öğrencilerin dinleme testlerindeki puanlarına etkisi de incelenmektedir. Bu çalışmada İngilizceyi yabancı dil olarak öğrenen 27 Türk öğrenci yer almıştır. İki kısa akademik konuşma ve onsekiz kısa cevaplı soru, öğrencilerin dinleme becerilerini ölçmek için kullanılmıştır. Öğrencilerin algısal öğrenme biçimlerini anlamak için, Cohen, Oxford ve Chi (2001)’nin Öğrenme Biçimi Anketi’nin uyarlanmış hali kullanılmıştır. Öğrencilerin dinleme testlerindeki puanları ve ankete verdikleri cevaplar SPSS 20.0 programı aracılığıyla istatistiksel olarak hesaplanmıştır. Araştırma sonuçları öğrencilerin işitsel ve hem işitsel hem görsel dinleme testlerindeki puanlarının arasında istatistiksel olarak anlamlı bir farklılık olmadığını göstermiştir. Fakat tek yönlü ANOVA analizi kinestetik öğrencilerin işitsel dinleme testlerinde görsel öğrencilerden istatistiksel olarak daha iyi puanlar aldıklarını ortaya çıkarmıştır. Sonuç olarak, işitsel dinleme testlerinin test adaletsizliğine yol açmadığı kanısının aksine işitsel dinleme testlerinin bazı öğrenci gruplarına test sırasında ayrıcalık sağlarken bazı öğrenci gruplarına ayrıcalık sağlamadığı ortaya çıkmıştır. Çalışma sonucunda sınıf içi değerlendirmeleri için geçerli ve güvenilir dinleme sınavı oluşturmaya yönelik çıkarımlarda bulunulmuş ve öneriler belirtilmiştir

Keywords

• Öğrenme biçimi, dinleme test etme, hem görsel hem işitsel ikinci dil dinleme testi

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