Öğrencilerin Hiper Ortamlarında İkili Kodlamaya Yönelik Algıları: Dinleme Metinleri, Anahtar Kelimeler, Görseller ve Altyazılar

Öz

Bu çalışma 57 katılımcının (N= 57) uyarlanabilir hipermedya ortamlarında yabancı dil öğrenmeye yönelik dinleme metinlerinin tasarımında ikili kodlamaya (dinleme aşamasının ilk olmayan aşamalarında sesli dinleme metinlerinin ‘sesli dinleme metinleri + anahtar kelimeler veya ‘sesli dinleme metinleri + bağlamsal görseller + anahtar kelimeler’ şeklinde, ve son dinleme aşamasında ise ‘sesli dinleme metinleri + altyazılar’ şeklinde yeniden sağlanmasına) yönelik algılarını araştırdı. Çalışma ayrıca katılımcıların özellikleri açısından algıları ile ikili kodlamaya yönelik algıları arasında fark olup olmadığını ortaya çıkarmayı amaçlamıştır. Çalışma hem nicel hem de nitel niteliktedir. Nicel verilerin sonuçları SPSS (yani Ortalama, Std. Sapma, ANOVA, Pearson Korelasyon Testi) ile analiz edildi. Sonuçlar, katılımcıların, uyarlanabilir hipermedya ortamlarında yabancı dil öğrenmeye yönelik dinleme metinlerinin tasarımında ikili kodlamanın kullanılmasından büyük ölçüde yana olduklarını ortaya koydu. Çoğunluk, sesli dinleme metinlerinin tasarımında ikili kodlamanın onlara farklı şekillerde fayda sağladığına, aynı zamanda öğrenmelerinin geliştirilmesine de katkıda bulunduğuna inanıyor. Ayrıca, nicel verilerin sonuçları, katılımcıların algıları arasında bazı önemli farklılıklar olduğunu ortaya koymaktadır.

Anahtar Kelimeler

• Hiper ortamlar
• ikili kodlama
• dinleme metinleri
• görseller
• altyazılar
• öğretim tasarımı

Learners’ Perceptions towards Dual-Coding in Hypermedia Environments: Listening Texts, Keywords, Visuals and Captions

Öz

This study investigated 57 participants’ (N= 57) perceptions towards dual-coding in design of audio-only listening texts (i.e. re-provision of the same audio-only listening texts in the form of audio-only listening texts + keywords or supplementary contextual visuals + keywords at non-initial phases of the while-listening stage, and audio-only listening texts + (full) captions at final listening stage) in adaptable hypermedia environments (HEs) for foreign language learning (FLL). The study also aimed to find out whether there were any differences between their perceptions in terms of participants’ characteristics as well as between their perceptions towards dual-coding. The study was both quantitative and qualitative in nature. The results of the quantitative data were analysed with SPSS (i.e. Mean, Std. Deviation, ANOVA, Pearson Correlation Test). The results revealed that the participants were overwhelmingly in favour of the use of dual-coding in design of audio-only listening texts in HEs for FLL. The majority believed that not only did the dual-coding in design of audio-only listening texts benefit them in different ways, but it also contributed to the enhancement of their learning. Moreover, the results of the quantitative data revealed that there were some significant differences between the participants’ perceptions.

Anahtar Kelimeler

• Hypermedia
• dual-coding
• listening texts
• visuals
• captions
• instructional design

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