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

Year 2017, Volume 7, Issue 2, 94 - 122, 11.07.2017
https://doi.org/10.17943/etku.280176

Abstract

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.

References

  • 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 Unpublished MA Thesis, Colorado: Colorado State University.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.

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

Year 2017, Volume 7, Issue 2, 94 - 122, 11.07.2017
https://doi.org/10.17943/etku.280176

Abstract

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.

References

  • 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.

Details

Primary Language Turkish
Subjects Social
Journal Section Articles
Authors

Serkan Şendağ
MERSİN ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ
Türkiye


Nuray Gedik
AKDENİZ ÜNİVERSİTESİ
0000-0003-3251-1123
Türkiye


Mustafa Caner
0000-0001-5741-5037


Sacip Toker
Türkiye

Publication Date July 11, 2017
Published in Issue Year 2017, Volume 7, Issue 2

Cite

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 . DOI: 10.17943/etku.280176