meujfe Mersin Üniversitesi Eğitim Fakültesi Dergisi 1306-7850 Mersin University 10.17860/mersinefd.455649 Studies on Education Eğitim Üzerine Çalışmalar Use of Podcasts in Mobile Assisted Language Learning: Instructor-Led Learning and Self-Regulated Learning Mobil Destekli Dil Öğrenmede Podcast Kullanımı: Öğretici Merkezli Yoğun Dinleme ve Mobil Kapsamlı Dinleme https://orcid.org/0000-0003-0115-1188 Şendağ Serkan MERSİN ÜNİVERSİTESİ https://orcid.org/0000-0003-3251-1123 Gedik Nuray AKDENİZ ÜNİVERSİTESİ https://orcid.org/0000-0002-5542-6290 Caner Mustafa AKDENİZ ÜNİVERSİTESİ Toker Sacip ATILIM ÜNİVERSİTESİ 04 15 2019 15 1 1 27 08 28 2018 02 04 2019 Copyright © 2005, Mersin University Journal of the Faculty of Education 2005 Mersin University Journal of the Faculty of Education

Recently,MALL (Mobile Assisted Language Learning) has been claimed to support seamlessand flexible learning for students. Reflecting these features, we aimed toinvestigate the effectiveness of MALL that puts self –regulated learning and extensive-listeninginto effect together, when compared to instructor-led with intensive-listening.Therefore, two different English as Foreign Language methods, operationallydefined as instructor-led intensive-listening (N=29) and mobile self-regulatedextensive-listening (N=30), were implemented. The casual comparative researchdesign was used to attain the goal of the study. The quantitative data onlistening, speaking, and critical thinking skills as well as listeningstrategies were collected to examine the effectiveness of the methods. Datashowed that there was significant difference between two methods in favor ofinstructor-led intensive-listening in improving EFL listening, while nosignificant difference was found in terms of speaking, critical thinking, andlistening strategies. Results highlight the use of instructor-ledintensive-listening method in promoting EFL listening considering thelimitations of the study

Mobil DestekliDil Öğrenme (MODDÖ)’nin zamandan ve mekandan bağımsız esnek yapısının öğrenmeyidestekleyeceği ileri sürülmektedir. Bu bağlamda, bu çalışmanın amacı (MODDÖ)’nünmobil ortamda kapsamlı-dinleme (extensive-listening) ile birlikte işekoşulduğunda öğretici-merkezli ve yoğun-dinlemenin (intensive-listening)uygulandığı gruba göre etkililiğini araştırmaktır. Çalışmada denkleştirilmemiş-grupyarı-deneysel araştırma deseninden yararlanılarak “öğretici-merkezliyoğun-dinleme (N=29)” ve “mobil kapsamlı-dinleme (N=30)” olmak üzere iki farklıyabancı dil olarak İngilizce dil becerisi geliştirme yöntemi karşılaşmıştır. Yapılandeneyde, katılımcıların dinleme, konuşma ve eleştirel düşünme becerileri ile dinlemestratejilerini geliştirmede hangi yöntemin daha etkili olduğu toplanan nicelveriler ile ortaya çıkartılmaya çalışılmıştır. Ayrıca her iki gruptakikatılımcıların sürece yönelik görüşleri yarı yapılandırmış görüşme formlarıkullanılarak alınmış ve değerlendirilmiştir. Elde edilen bulgulara göreöğretici-merkezli yoğun-dinlemenin katılımcıların dinleme becerilerinigeliştirmede mobil kapsamlı-dinlemeye göre daha olumlu ve istatistiksel açıdanönemli bir etkisinin olduğu diğer değişkenler açısından gruplar arasındaistatistiksel açıdan anlamlı bir değişmenin olmadığı belirlenmiştir. Çalışmabağlamındaki sınırlılıklar göz önünde bulundurularak öğretici-merkezli yoğun-dinlemeninmobil kapsamlı-dinlemeye göre yabancı dil olarak İngilizce dinleme becerileriniartırmada daha etkili olduğu sonucuna varılmıştır.

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