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The effect of using visual aids in cloze tests testing grammar at B1 level: A quasi-experimental study

Year 2020, , 26 - 40, 31.05.2020
https://doi.org/10.33400/kuje.682241

Abstract

A considerable amount of literature has been published about the use of visual aids in language classrooms to see if they foster learning or classroom participation. Visuals have been used in test format for years, as well; however, there is a dearth of research to indicate how effective the presence and the type of visuals in testing grammar through multiple-choice cloze tests. To close the gap in the literature, the current study aims to identify the effect of using visual aids, specifically real pictures, diagrams, and no pictures in a cloze test on students’ grades and test completion times. This is a quasi-experimental, quantitative study. The data was collected through cloze tests that tested grammar via multiple-choice items within a context about synesthesia. The sample consisted of 64 B1 level preparatory school students (27 females, 37 males) studying at a state university in Istanbul. The participants were from different majors. The data were analyzed through SPSS. The results revealed a significant difference between the visual types and students’ completion time of the texts. It took different groups between 2 minutes to 7 minutes to complete the test. The real picture group spent the most time (M= 4.45), which was followed by the diagram group (M= 3.47) and no visual test group (M=3.45). However, no significant differences were found between the grades of the students who took tests with different visuals.

References

  • Agwu, S. N., & Ogochi, M. A. (2019). Assessing the effect of visual aids on secondary school students’ achievements in learning English language in Agbani education zone of Enugu State, Nigeria. Advance Journal of Education and Social Sciences 4(10), 1-9.
  • Alibec, C., Balagiu, A., & Patisan, M. (2018). Visual aids in language education. International Conference Knowledge-Based Organization, 24(2), 356-361. doi: 10.1515/kbo-2018-0115
  • Arey, M. (1993). French films: pre-texts for teaching syntax. Foreign Language Annuals, 26(2), 252-264.
  • Canning-Wilson, C. (2000). Practical aspects of using video in the foreign language classroom. TESL Journal, 6(11), 69-76.
  • Clark, R.C., & Lyons, C. (2004). Graphics for Learning: Proven Guidelines for planning, designing, and evaluation visuals in Training Materials. San Francisco, CA: Pfieffer.
  • Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design & analysis issues in field settings. Boston, MA: Houghton Mifflin.
  • Dolati, R., & Richards, C. (2010). Harnessing the use of visual learning aids in the English language classroom. Arab World English Journal, 2(1), 3-17.
  • Firat, M. (2017). How real and model visuals affect the test performance of elementary students. Cumputers in Human Behavior, 71, 258-265. https://doi.org/10.1016/j.chb.2017.02.021
  • Fletcher, J. D., & Tobias, S. (2005). The multimedia principle. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 117-134). New York: Cambridge University Press.
  • Gistituati, N., Refnaldi, R., & Syaifullah, S. (2019). Using visual aids to develop students’ speaking skill. In W. Striełkowski, & J. Cheng (Eds.), Advances in Social Science, Education and Humanities Research, 178. https://doi.org/10.2991/icoie-18.2019.59
  • Herron, C. A., Hanley, J. E., & Cole, S. P. (1995). A comparison study of two advanced organizers for introducing beginning foreign language students to video. The Modern Language Journal, 79(3), 387-395.
  • Hodapp, T. (1978). Video as an instructional aid for English as a second language teaching. Research in the Teaching of English, 12(2), 163-167.
  • Listyani, L. (2018). The use of a visual image to promote narrative writing ability and creativity. Eurasian Journal of Educational Research,19(80), 193-224. doi: 10.14689/ejer.2019.80.10
  • Mayer, R. E. (2001). Multimedia learning. New York, NY: Cambridge University Press. https://doi.org/10.1017/CBO9781139164603
  • Mayer, R. E. (2009). Multimedia learning. (2nd Ed.). New York, NY: Cambridge University Press.
  • McNamara, D.S., Ozuru, Y., Best, R., & O’Reilly, T. (2007). Pronged comprehension strategy framework. In Danielle S. McNamara (Ed.), Reading comprehension strategies (465-496). New Jersey: Lawrence Erlbaum Associates
  • Mueller, G. A. (1980). Visual contextual cues and listening comprehension: An experiment. The Modern Language Journal, 64(3), 335-340.
  • Mishra, P., Pandey, C.M., Singh, U., Gupta, A., Sahu, C., & Keshri, A. (2019) Descriptive statistics and normality tests for statistical data. Ann Card Anaesth, 22(1), 67-72.
  • Pillai, S. & Vengadasamy, R. (2010). Developing understanding and appreciation of literature and critical reading concepts through multimodal approaches. Malaysian Journal of ELT Research, 6(1), 133-166.
  • Rop, G., Schüler, A., Verkoeijen, P. P. J. L., Scheiter, K., & Van Gog, T. (2018). Effects of task experience and layout on learning from text and pictures with or without unnecessary picture descriptions. Journal of Computer Assisted Learning, 34(4), 458–470.
  • Rossiter, M. J, Derwing, T. M, & Jones, V. M. (2008). Is a picture worth a thousand words? TESOL Quarterly, 42(2), 325-329.
  • Schriver, K. A. (1997). Dynamics in document design: Creating text for readers. New York, NY: John Wiley & Sons, Inc.
  • Shabiralyani, G., Hasan, K. S., Hamad, N., & Iqbal, N. (2015). Impact of visual aids in enhancing the learning process case research: District Dera Ghazi Khan. Journal of Education and Practice 6(19), 226-233.
  • Suvorov, R.S. (2008). Context visuals in L2 listening tests: The effectiveness of photographs and video vs. audio-only format (Master’s Thesis). Retrieved from https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=16447&context=rtd
  • Terrell, T. (1986). Acquisition in the natural approach: The binding/access Framework. The Modern Language Journal, 70(3), 213-227.
  • Turk, M., & Robertson, G. (2000). Perceptual user interfaces (introduction). Communications of the ACM, 43(3), 32-34.
  • Zewary, S. M. (2007). Visuals in foreign language teaching (Master’s thesis). Retrieved from http://urlbu.com/zewary_visuals

B1 seviyesinde dilbilgisi ölçen çıkartmalı sınavlarda görsel araçların kullanılmasının etkisi: Yarı-deneysel bir çalışma

Year 2020, , 26 - 40, 31.05.2020
https://doi.org/10.33400/kuje.682241

Abstract

Görsel araçların, dil sınıflarında kullanımının öğrenmeyi veya sınıf katılımını teşvik edip etmediklerini görmek için önemli bir miktarda literatür yayınlanmıştır. Dil öğretmenin yanı sıra, görseller, sınav biçeminde de yıllardır kullanılmaktadır, ama dilbilgisi sınavında çoktan seçmeli çıkartmalı sorular aracılığıyla görsellerin türünün ve varlığının ne kadar etkili olduğunu göstermek için bir araştırma eksikliği mevcuttur. Literatürdeki boşluğu kapatmak için, bu mevcut çalışma, çıkartmalı sınavlardaki görsel araçların kullanımının, özellikle gerçek resim, şema veya hiç resim kullanmamanın, öğrencilerin notları ve sınav tamamlama süreleri üzerindeki etkilerini belirlemek amacı gütmektedir. Bu yarı-deneysel, nicel bir çalışmadır. Veri, çoktan seçmeli sorular ile duyum ikililiği ile ilgili bir bağlamda dilbilgisini sınayan çıkartmalı sınavlar vasıtasıyla toplanmıştır. Örneklem, İstanbul’da bir devlet okulunun hazırlık okulunda okuyan 64 adet (27 kadın, 37 erkek) B1 seviyesindeki öğrenciden oluşmuştur. Bütün katılımcılar 18-20 yaşları arasındaydı ve farklı lisans bölümü öğrencileriydi. Toplanan veri SPSS programı ile analiz edilmiştir. Sonuçlar, görsel şekli ve öğrencilerin sınavları tamamlama süreleri arasında önemli bir fark olduğunu ortaya koymuştur. Sınavı tamamlamak farklı grupların 2 ile 7 dakika arasında zamanını almıştır. Gerçek resim grubu en çok zamanı harcamıştır (M=4.45), onu şema grubu (M= 3.47) ve hiç görselin olmadığı grup takip etmiştir (M=3.45). Ama, farklı görselli sınavlara giren öğrencilerin notları arasında anlamlı bir fark bulunmamıştır. 

References

  • Agwu, S. N., & Ogochi, M. A. (2019). Assessing the effect of visual aids on secondary school students’ achievements in learning English language in Agbani education zone of Enugu State, Nigeria. Advance Journal of Education and Social Sciences 4(10), 1-9.
  • Alibec, C., Balagiu, A., & Patisan, M. (2018). Visual aids in language education. International Conference Knowledge-Based Organization, 24(2), 356-361. doi: 10.1515/kbo-2018-0115
  • Arey, M. (1993). French films: pre-texts for teaching syntax. Foreign Language Annuals, 26(2), 252-264.
  • Canning-Wilson, C. (2000). Practical aspects of using video in the foreign language classroom. TESL Journal, 6(11), 69-76.
  • Clark, R.C., & Lyons, C. (2004). Graphics for Learning: Proven Guidelines for planning, designing, and evaluation visuals in Training Materials. San Francisco, CA: Pfieffer.
  • Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design & analysis issues in field settings. Boston, MA: Houghton Mifflin.
  • Dolati, R., & Richards, C. (2010). Harnessing the use of visual learning aids in the English language classroom. Arab World English Journal, 2(1), 3-17.
  • Firat, M. (2017). How real and model visuals affect the test performance of elementary students. Cumputers in Human Behavior, 71, 258-265. https://doi.org/10.1016/j.chb.2017.02.021
  • Fletcher, J. D., & Tobias, S. (2005). The multimedia principle. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 117-134). New York: Cambridge University Press.
  • Gistituati, N., Refnaldi, R., & Syaifullah, S. (2019). Using visual aids to develop students’ speaking skill. In W. Striełkowski, & J. Cheng (Eds.), Advances in Social Science, Education and Humanities Research, 178. https://doi.org/10.2991/icoie-18.2019.59
  • Herron, C. A., Hanley, J. E., & Cole, S. P. (1995). A comparison study of two advanced organizers for introducing beginning foreign language students to video. The Modern Language Journal, 79(3), 387-395.
  • Hodapp, T. (1978). Video as an instructional aid for English as a second language teaching. Research in the Teaching of English, 12(2), 163-167.
  • Listyani, L. (2018). The use of a visual image to promote narrative writing ability and creativity. Eurasian Journal of Educational Research,19(80), 193-224. doi: 10.14689/ejer.2019.80.10
  • Mayer, R. E. (2001). Multimedia learning. New York, NY: Cambridge University Press. https://doi.org/10.1017/CBO9781139164603
  • Mayer, R. E. (2009). Multimedia learning. (2nd Ed.). New York, NY: Cambridge University Press.
  • McNamara, D.S., Ozuru, Y., Best, R., & O’Reilly, T. (2007). Pronged comprehension strategy framework. In Danielle S. McNamara (Ed.), Reading comprehension strategies (465-496). New Jersey: Lawrence Erlbaum Associates
  • Mueller, G. A. (1980). Visual contextual cues and listening comprehension: An experiment. The Modern Language Journal, 64(3), 335-340.
  • Mishra, P., Pandey, C.M., Singh, U., Gupta, A., Sahu, C., & Keshri, A. (2019) Descriptive statistics and normality tests for statistical data. Ann Card Anaesth, 22(1), 67-72.
  • Pillai, S. & Vengadasamy, R. (2010). Developing understanding and appreciation of literature and critical reading concepts through multimodal approaches. Malaysian Journal of ELT Research, 6(1), 133-166.
  • Rop, G., Schüler, A., Verkoeijen, P. P. J. L., Scheiter, K., & Van Gog, T. (2018). Effects of task experience and layout on learning from text and pictures with or without unnecessary picture descriptions. Journal of Computer Assisted Learning, 34(4), 458–470.
  • Rossiter, M. J, Derwing, T. M, & Jones, V. M. (2008). Is a picture worth a thousand words? TESOL Quarterly, 42(2), 325-329.
  • Schriver, K. A. (1997). Dynamics in document design: Creating text for readers. New York, NY: John Wiley & Sons, Inc.
  • Shabiralyani, G., Hasan, K. S., Hamad, N., & Iqbal, N. (2015). Impact of visual aids in enhancing the learning process case research: District Dera Ghazi Khan. Journal of Education and Practice 6(19), 226-233.
  • Suvorov, R.S. (2008). Context visuals in L2 listening tests: The effectiveness of photographs and video vs. audio-only format (Master’s Thesis). Retrieved from https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=16447&context=rtd
  • Terrell, T. (1986). Acquisition in the natural approach: The binding/access Framework. The Modern Language Journal, 70(3), 213-227.
  • Turk, M., & Robertson, G. (2000). Perceptual user interfaces (introduction). Communications of the ACM, 43(3), 32-34.
  • Zewary, S. M. (2007). Visuals in foreign language teaching (Master’s thesis). Retrieved from http://urlbu.com/zewary_visuals
There are 27 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Sezgin Ballıdağ 0000-0002-6402-5632

Publication Date May 31, 2020
Submission Date January 30, 2020
Published in Issue Year 2020

Cite

APA Ballıdağ, S. (2020). The effect of using visual aids in cloze tests testing grammar at B1 level: A quasi-experimental study. Kocaeli Üniversitesi Eğitim Dergisi, 3(1), 26-40. https://doi.org/10.33400/kuje.682241



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