Use of Podcasts in Mobile Assisted Language Learning: Instructor-Led Learning and Self-Regulated Learning

Abstract

Recently, MALL (Mobile Assisted Language Learning) has been claimed to support seamless and flexible learning for students. Reflecting these features, we aimed to investigate the effectiveness of MALL that puts self –regulated learning and extensive-listening into effect together, when compared to instructor-led with intensive-listening. Therefore, two different English as Foreign Language methods, operationally defined as instructor-led intensive-listening (N=29) and mobile self-regulated extensive-listening (N=30), were implemented. The casual comparative research design was used to attain the goal of the study. The quantitative data on listening, speaking, and critical thinking skills as well as listening strategies were collected to examine the effectiveness of the methods. Data showed that there was significant difference between two methods in favor of instructor-led intensive-listening in improving EFL listening, while no significant difference was found in terms of speaking, critical thinking, and listening strategies. Results highlight the use of instructor-led intensive-listening method in promoting EFL listening considering the limitations of the study

Keywords

• English as a foreign language,mobile learning,teaching-learning strategies,listening skills,speaking skills,critical thinking

Mobil Destekli Dil Öğrenmede Podcast Kullanımı: Öğretici Merkezli Yoğun Dinleme ve Mobil Kapsamlı Dinleme

Abstract

Mobil Destekli Dil Öğrenme (MODDÖ)’nin zamandan ve mekandan bağımsız esnek yapısının öğrenmeyi destekleyeceği ileri sürülmektedir. Bu bağlamda, bu çalışmanın amacı (MODDÖ)’nün mobil ortamda kapsamlı-dinleme (extensive-listening) ile birlikte işe koşulduğunda öğretici-merkezli ve yoğun-dinlemenin (intensive-listening) uygulandığı gruba göre etkililiğini araştırmaktır. Çalışmada denkleştirilmemiş-grup yarı-deneysel araştırma deseninden yararlanılarak “öğretici-merkezli yoğun-dinleme (N=29)” ve “mobil kapsamlı-dinleme (N=30)” olmak üzere iki farklı yabancı dil olarak İngilizce dil becerisi geliştirme yöntemi karşılaşmıştır. Yapılan deneyde, katılımcıların dinleme, konuşma ve eleştirel düşünme becerileri ile dinleme stratejilerini geliştirmede hangi yöntemin daha etkili olduğu toplanan nicel veriler ile ortaya çıkartılmaya çalışılmıştır. Ayrıca her iki gruptaki katılımcıların sürece yönelik görüşleri yarı yapılandırmış görüşme formları kullanılarak alınmış ve değerlendirilmiştir. Elde edilen bulgulara göre öğretici-merkezli yoğun-dinlemenin katılımcıların dinleme becerilerini geliştirmede mobil kapsamlı-dinlemeye göre daha olumlu ve istatistiksel açıdan önemli bir etkisinin olduğu diğer değişkenler açısından gruplar arasında istatistiksel açıdan anlamlı bir değişmenin olmadığı belirlenmiştir. Çalışma bağlamındaki sınırlılıklar göz önünde bulundurularak öğretici-merkezli yoğun-dinlemenin mobil kapsamlı-dinlemeye göre yabancı dil olarak İngilizce dinleme becerilerini artırmada daha etkili olduğu sonucuna varılmıştır.

Keywords

• yabancı dil olarak İngilizce,mobil öğrenme,öğretme-öğrenme stratejileri,dinleme becerileri,konuşma becerileri,eleştirel düşünme

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