DIJIFLYERS: İNGİLİZCE DİNLEME BECERİSİNİ GELİŞTİRMEK İÇİN BİR DİJİTAL HİKAYE ANLATICILIĞI PROGRAMI

Abstract

Bu çalışmanın amacı, dijital bir hikaye anlatımı program olan DigiFlyers genç öğrencilerin dinlediğini anlama becerilerini ve performanslarını geliştirme üzerindeki etkilerini araştırmaktır. Verileri farklı bakış açılarından inceleyerek geçerliliğin sağlanması önemli olduğundan, çalışmada katılımcılardan veri toplamak için nitel veriler ve nicel yöntemlerin kullanıldığı yarı deneysel araştırma deseni kullanılmıştır. Katılımcıların ön test ve son test puanları nicel veri olarak incelenmiştir ve analiz edilmiştir. Elde edilen veriler, Cambridge YLE (Young Learners English) sınavlarından biri olan Flyers, sınavın dinleme bölümüdür ve puanları kaydedilmiştir. Ön testten sonra, deney grubuna sekiz hafta boyunca dinlediğini anlama becerilerini ve genç İngilizce öğrenenler için Flyers testindeki performanslarını nasıl etkilediğini incelemek için DigiFlyers uygulandı. Araştırmanın sonuçları, DigiFlyers ile dinleme becerilerinin gelişimi arasında net bir ilişki olduğunu ortaya koymuştur. Ayrıca, DigiFlyers programının sonunda katılımcılarla dijital hikaye anlatımı programı ile ilgili derinlemesine duygularını öğrenmek için röportajlar yapıldı. Görüşmeler sırasında katılımcılar, bu dijital hikaye anlatımı programının sadece İngilizce anlamalarını değil, İngilizce öğrenme motivasyonlarını da artırdığını dile getirdiler. Sonuç olarak, dijital hikaye anlatımı programı DigiFlyers, dinlediğini anlama becerilerini artırma ve standart bir dil sınavı olan Flyers'ın dinleme bölümlerinde başarı sağlama açısından küçük yaştaki İngilizce öğrenenler için uygun bir seçenek olduğu görülmüştür.

Keywords

• Cambridge Flyers Test
• Dijital Hikaye Anlatıcılığı
• İngilizcenin Yabancı Dil Olarak Öğretilmesi
• Dinleme Becerileri.

DIGIFLYERS: A DIGITAL STORYTELLING PROGRAM TO IMPROVE THE LISTENING PERFORMANCE OF YOUNG LEARNERS

Abstract

The purpose of this study is to find out the impact of DigiFlyers, a digital storytelling program, on the listening comprehension and performance of young learners. It was critical to establish validity and reliability by examining the data from a variety of perspectives, the current study used a quasi-experimental research methodology to collect data from participants, employing both qualitative and quantitative methodologies. As quantitative data, participants' pre- and post-test results in Cambridge's YLE (Young Learners English) tests, Flyers, and the exam's listening portion were studied. After the pre-test, the experimental group was given DigiFlyers for eight weeks to see how it improved their listening comprehension and performance on the Flyers test for young English learners. The study's findings show a clear link between DigiFlyers and improved learners' listening skills in the Flyers test. In addition, participants were interviewed at the conclusion of the DigiFlyers program to collect their in-depth impressions about the digital storytelling program. Participants stated that DigiFlyers not only improved their grasp of English but also raised their enthusiasm to study English throughout the interviews. To summarize, the digital storytelling program, DigiFlyers is a useful solution for young EFL learners who need to improve their listening comprehension abilities and pass the Flyers' listening parts.

Keywords

• Cambridge Flyers Test
• Digital Storytelling
• English as a Foreign Language
• Listening Comprehension Skill

References

1. Al-Amri, H. M. (2020). Digital storytelling as a communicative language teaching based method in EFL classrooms. Arab World English Journal, 11(1), 270-281. doi: https://dx.doi.org/10.24093/awej/vol11no1.20
2. Aytar, M. (2019). A study of effects of using authentic videos on the development of listening skills. Unpublished master’s thesis, Istanbul Aydın University Graduate School of Social Sciences, Istanbul.
3. Bachmann, L. F. (2002). Some reflections on task-based language performance assessment. Language Testing, 19(4), 453-476.
4. Baki, Y. (2015). Dijital öykülerin altıncı sınıf öğrencilerinin yazma sürecine etkisi. Yayımlanmamış doktora tezi, Atatürk Üniversitesi Eğitim Bilimleri Enstitüsü, Erzurum.
5. Barzaq, M. (2009). Integrating sequential thinking thought teaching stories in the curriculum. Action research. Al-Qattan Center for Educational Research and Development QCERD. Gaza.
6. Borneman, D. & Gibson, K. (2011). Digital storytelling: Meeting standards across the curriculum in a WWII/Holocaust unit. School Library Monthly, 27(7), 16-17.
7. Brand, S. T., & Donato, J. M. (2001). Storytelling in emergent literacy: Fostering multiple intelligences. Albany, NY: Delmar Thomson Learning.
8. Brewster, J., & Ellis, G. (1991). The storytelling handbook for teachers. Great Britian: Penguin Books.

9. Brewster, J., Ellis, G., & Girard, D. (2004). The primary English teacher’s guide. London: Penguin.
10. Brown, J. D. (2005). Testing in language programs. New York: McGraw-Hill.
11. Brown, J. D., & Hudson, T. (2002). Criterion-referenced language testing. Cambridge, UK: Cambridge University Press.
12. Brown, J. D., & Lee, H. (2015). Teaching by principles: An interactive approach tolanguage pedagogy. New York: Pearson.
13. Buck, G. (2001). Assessing listening. Cambridge University Press. Cambridge English: Flyers (YLE Flyers) | Cambridge English. (n.d.). Retrieved from http://www.cambridgeenglish.org/exams/young-learners-english/flyers/
14. Cambridge English Language Assessment, Handbook for Teachers. Retrieved from http://www.cambridgeenglish.org/images/153612-yle-handbook-for-teachers.pdf April 22, 2015
15. Cary, S. (1998). The effectiveness of a contextualized storytelling approach for second language acquisition. Unpublished doctoral dissertation. University of San Francisco, California.
16. CEFR (2011). Retrieved from http://ebcl.eu.com/wp-content/uploads/2011/11/CEFR-all-scales-and-all-skills.pdf
17. Cheung, Y. K. (2010). The importance of teaching listening in the EFL classroom. Online Submission.
18. Chung, S.-K. (2006). Digital storytelling in integrated arts education. The International Journal of Arts Education, 4(1), 33–50.
19. Chung, S. K. (2007). Art education technology: Digital storytelling. Art Education, 60(2), 17-22.
20. Ciğerci, F. M. (2015). İlkokul dördüncü sınıf Türkçe dersinde dinleme becerilerinin geliştirilmesinde dijital hikâyelerin kullanılması. Yayımlanmamış doktora tezi, Anadolu Üniversitesi, Eğitim Bilimleri Enstitüsü, Eskişehir.
21. Ciğerci, F. M., & Gültekin, M. (2017). Use of digital stories to develop listening comprehension skills. Issues in Educational Research, 27(2), 252-268.
22. Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative. Upper Saddle River, NJ: Prentice Hall.
23. Gakhar, S., & Thompson, A. (2007). Digital storytelling: engaging, communicating, and collaborating. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2007, (pp. 607-612). Chesapeake, VA: AACE
24. Gregori-Signes, C. (2008). Integrating the old and the new: Digital storytelling in the EFL language classroom. Revista para Profesores de Inglés, 16(1), 43-49.
25. Han, H. W. (2007). Theory and practice of digital storytelling. The society of Korean Language and Culture, 32, 27-43.
26. Heale, R., & Forbes, D. (2017). Understanding triangulation in research. Evidence- based Nursing, 16(4), 98.
27. Holsti, O. R. (1968). Content analysis. The handbook of social psychology, 2, 596-692.
28. Jakes, D. S., & Brennan, J. (2005). Capturing stories, capturing lives: An introduction to digital storytelling. Retrieved from http://www.jakesonline.org/dstory_ice.pdf
29. Juvrianto, C., Atmowardoyo, H., & Weda, S. (2018). The use of digital storytelling in teaching listening comprehension: An experimental study on the eighth-grade students of SMP Negeri 4 Parepare. ELT Worldwide, 5(1).
30. Klandermans, B., & Staggenborg, S. (Eds.) (2002). Methods of social movement research. University of Minnesota Press.
31. Koç, N. (2003). Dinleme becerilerini kazandırma yöntemlerinin uygulanması. Unpublished master’s thesis. Çanakkale Onsekiz Mart University Graduate School of Educational Sciences, Çanakkale.
32. Küçükturan, G. (2004). Öykülerle öğreniyorum. Ankara: SMG Yayıncılık.
33. Lee, I. H. (2005). Korean style digital storytelling. Seoul: Sallim Knowledge.
34. Miller, L. C. (2010). Make me a story: Teaching writing through digital storytelling. Stenhouse Publishers.
35. MoNE. (2018). İngilizce dersi öğretim programı (ilkokul ve ortaokul 2,3,4,5,6,7 ve 8. sınıflar). Ankara
36. Nunan, D., & Bailey, K. M. (2009). Exploring second language classroom research: A comprehensive guide. Boston, Canada: Heinle Cengage Learning.
37. Normann, A. (2011). Digital storytelling in second language learning: A qualitative study on students’ reflections on potentials for learning. Working Papers of the Linguistics Circle of the University of Victoria, 26(1), 24–44.
38. Robin, B. R. (2006). The educational uses of digital storytelling. In C. Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006, (pp. 709-716). Chesapeake, VA: AACE.
39. Robin, B. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47, 220-228.
40. Sandaran, Shanti, C., & Lim, C. (2013). The use of digital stories for listening comprehension among primary Chinese medium school pupils: Some preliminary findings. Jurnal Teknologi (Social Sciences), 65 (2). 125–131.
41. Shapiro, S. S. & Wilk, M. B. (1965). An analysis of variance test for normality (complete samples). Biometrika. 52 (3–4), 591–611. doi:10.1093/biomet/52.3-4.591. JSTOR 2333709. MR 0205384.
42. Shin, B. J., & Park, H. S. (2008). The effect of digital storytelling type on the learner’s fun and comprehension in virtual reality. Journal of the Korean Association of Information Education, 12(4), 417-425.
43. Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: A comprehensive study. Smart Learning Environments, 1(1), 1-21.
44. Solak, E., & Altay, F. (2014). Prospective EFL teachers’ perceptions of listening comprehension problems in Turkey. Journal of International Social Research, 7(30), 190-198.
45. Syafrizal, Chaer, H. & Evenddy, S.S. (2015). Enhancing students’ listening through digital storytelling. European Journal of English Language Teaching, 1(1), 47-57.
46. Tosuncuoğlu, İ. (2018). English language teaching as lingua franca. Karaelmas Journal of Educational Sciences, 6(2), 326-331.
47. Tsou, W., Wang, W. & Tzeng, Y. (2006). Applying a multimedia storytelling website in foreign language learning. Computers & Education, 47, 17–28.
48. Xu, Y., Park, H., & Baek, Y. (2011). A new approach toward digital storytelling: An activity focused on writing self-efficacy in a virtual learning environment. Educational Technology & Society, 14 (4), 181–191.
49. Yang, Ya-Ting C., & Wu, Wan-Chi I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking and learning motivation: A yearlong experimental study. Computers in Education, http://ehumblewiki.pbworks.com/w/file/fetch/58428931/Yang_Ya-Ting_C.pdf
50. Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.