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

Yıl 2019, Cilt: 15 Sayı: 1, 1 - 27, 15.04.2019

Serkan Şendağ Nuray Gedik Mustafa Caner Sacip Toker

https://doi.org/10.17860/mersinefd.455649

Öz

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

Anahtar Kelimeler

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

Öz

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.

Anahtar Kelimeler

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

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