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

Yıl 2022, Sayı: 19, 278 - 315, 25.06.2022
https://doi.org/10.34085/buifd.1090671

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.

Destekleyen Kurum

None

Proje Numarası

None

Teşekkür

None

Kaynakça

  • Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Learning & Technology, 5(4), 202-232.
  • Arnold, D. J. & Brooks, P. H. (1976). Influence of contextual organising material on children’s listening comprehension. Journal of Educational Psychology, 68, 711-16.
  • Ashworth, D. (1996). Hypermedia and CALL. In Pennington, M.C. (Ed.), The Power of CALL. (pp. 79-95). USA: Athelstan.
  • Baddeley, A. (1992). Working memory. Science, 255, 556-59
  • Baltova, I. (2000). The effects of subtitled and staged video input on the learning and retention of content and vocabulary in a second language. Dissertation Abstracts International, A: The Humanities and Social Sciences, 2016, Apr, 3620-A, IS: ISSN 0419-4209.
  • Baturay, M. H., Daloğlu, A., & Yıldırım, S. (2010). Language practice with multimedia supported web-based grammar revision material. ReCALL, 22(3), 313-31.
  • Bax, S. (2003). CALL - past, present and future. System, 31, 13-28.
  • Brett, P. (1997). A comparative study of the effects of the use of multimedia on listening comprehension. System, 25(1), 39-53.
  • Brett, P. (1999). The design, implementation and evaluation of a multimedia application for second language listening comprehension. (Unpublished Ph.D. thesis) The University of Wolverhampton. Wolverhampton, UK.
  • Brickell, G. (1993). Navigation and learning style. Australian Journal of Educational Technology, 9(2), 103-114.
  • Buchanan, T., Sainter, P., & Saunders, G. (2013). Factors affecting faculty use of learning technologies: implications for models of technology adoption. Journal of Computing in Higher Education, 25, 1–11.
  • Cárdenas-Claros, M. S. (2009). Help options in CALL: a systematic review. With Paul Gruba. CALL Journal, 27(1), 69-90
  • Cárdenas-Claros, M. S. (2020). Conceptualizing feedback in computer-based L2 language listening. CALL Journal, Forthcoming, Published online: 01 Jul 2020, DOI: 10.1080/09588221.2020.1774615
  • Carroll, John B. (1977). On learning from being told. In. Wittrock, M. C. (Ed.) Learning and Instruction. , (pp. 496-512). Berkeley, CA: McCutchan.
  • Carson, J. G., & Longhini, A. (2002). Focussing on learning styles and strategies: A diary study in an immersion setting. Language Learning, 52(2), 401-38.
  • Casambre, A. J. (1962). The effect of certain variables in informative speaking on listener comprehension. (Unpublished Ph.D. thesis), Columbus, Ohio State University.
  • Chapelle, C. and Jamieson, J. (1991). Internal and external validity issues in research on CALL effectiveness (pp. 37-60). In Dunkel, P. (Ed.), Computer-assisted language learning and testing: Research issues and practice. Newbury House.
  • Chou, C. (2012). Understanding on-screen reading behaviours in academic contexts: A case study of five graduate English-as-a-second-language students. Computer Assisted Language Learning, 25(5), 411-33.
  • Chukharev-Hudilainen, E., & A. Klepikova, T. (2016) The effectiveness of computer-based spaced repetition in foreign language vocabulary instruction: a double-blind study. CALICO Journal, 33(3), 334–354. doi: 10.1558/cj.v33i3.26055
  • Chun, D. M. & Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80(2), 183-198.
  • Chun, D. M. & Plass, J. L. (1997). Research on text comprehension in multimedia environments. Language Learning & Technology, 1(1), 60-81.
  • Comenius, J. A. (1896). The great didactic. London, UK: Adam & Charles Black.
  • Craik, F. I. M., & Lockart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684. doi:10.1016/S0022-5371(72)80001-X
  • De Ridder, I. (2002). Are we conditioned to follow links? Highlights in CALL materials and their impact on the reading process. Computer Assisted Language Learning, 13(2), 183-195.
  • Duncan-Howell, J. (2012). Digital mismatch: Expectations and realities of digital competency amongst pre-service education students. Australasian Journal of Educational Technology, 28(5), 827-840. Retrieved on 22 Sep. 2019 from http://www.ascilite.org.au/ajet/ajet28/duncan-howell.html.
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  • Gillespie, J., & McKee, J. (1999). Resistance to CALL: Degrees of student reluctance to use CALL and ICT. ReCALL, 11(1), 38-46.
  • Ginther, A. (2002). Context and content visuals and performance on listening comprehension stimuli. Language Testing, 19(2), 133-67.
  • Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main Barriers and Possible Enablers of ICTs Integration into Pre-service Teacher Education Programs. Educational Technology & Society, 12(1), 193–204.
  • Herrington, J., & Oliver, R. (1997). Multimedia, magic and the way students respond to a situated learning environment. Australian Journal of Educational Technology, 13(2), 127-143.
  • Herron, C., Dubreil, S., Corrie, C., &, Cole, S. P. (2002). A classroom investigation: Can video improve intermediate-level French language students' ability to learn about a foreign culture? The Modern Language Journal, 86(1), 36-53.
  • Hsu, C.-K., Hwang, G.-J., Chang, Y.-T., & Chang, C.-K. (2013). Effects of video caption modes on English listening comprehension and vocabulary acquisition using handheld devices. Educational Technology & Society, 16(1), 403–414.
  • Jones, L. C., & Plass, J. L. (2002). Supporting listening comprehension and vocabulary acquisition in French with multimedia annotations. The Modern Language Journal, 86(4), 546-561.
  • Kalyuga, S. (2000). When using sound with a text or picture is not beneficial for learning. Australian Journal of Educational Technology¸16(2),161-72.
  • Leveridge, A. N., & Yang, J. C. (2013). Testing learner reliance on caption supports in second language listening comprehension multimedia environments. ReCALL, 25(2), 199–214. doi:10.1017/S0958344013000074.
  • Levy, M. (2015). The role of qualitative approaches to research in CALL contexts: Closing in on the learner’s experience. CALICO Journal, 32(3), 554-568. doi: 10.1558/cj.v32i3.26620
  • Linebarger, D. L. (2001). Learning to read from television: The effects of using captions and narration. Journal of Educational Psychology, 93(2), 288-298.
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Öğrencilerin Hiper Ortamlarında İkili Kodlamaya Yönelik Algıları: Dinleme Metinleri, Anahtar Kelimeler, Görseller ve Altyazılar

Yıl 2022, Sayı: 19, 278 - 315, 25.06.2022
https://doi.org/10.34085/buifd.1090671

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.

Proje Numarası

None

Kaynakça

  • Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Learning & Technology, 5(4), 202-232.
  • Arnold, D. J. & Brooks, P. H. (1976). Influence of contextual organising material on children’s listening comprehension. Journal of Educational Psychology, 68, 711-16.
  • Ashworth, D. (1996). Hypermedia and CALL. In Pennington, M.C. (Ed.), The Power of CALL. (pp. 79-95). USA: Athelstan.
  • Baddeley, A. (1992). Working memory. Science, 255, 556-59
  • Baltova, I. (2000). The effects of subtitled and staged video input on the learning and retention of content and vocabulary in a second language. Dissertation Abstracts International, A: The Humanities and Social Sciences, 2016, Apr, 3620-A, IS: ISSN 0419-4209.
  • Baturay, M. H., Daloğlu, A., & Yıldırım, S. (2010). Language practice with multimedia supported web-based grammar revision material. ReCALL, 22(3), 313-31.
  • Bax, S. (2003). CALL - past, present and future. System, 31, 13-28.
  • Brett, P. (1997). A comparative study of the effects of the use of multimedia on listening comprehension. System, 25(1), 39-53.
  • Brett, P. (1999). The design, implementation and evaluation of a multimedia application for second language listening comprehension. (Unpublished Ph.D. thesis) The University of Wolverhampton. Wolverhampton, UK.
  • Brickell, G. (1993). Navigation and learning style. Australian Journal of Educational Technology, 9(2), 103-114.
  • Buchanan, T., Sainter, P., & Saunders, G. (2013). Factors affecting faculty use of learning technologies: implications for models of technology adoption. Journal of Computing in Higher Education, 25, 1–11.
  • Cárdenas-Claros, M. S. (2009). Help options in CALL: a systematic review. With Paul Gruba. CALL Journal, 27(1), 69-90
  • Cárdenas-Claros, M. S. (2020). Conceptualizing feedback in computer-based L2 language listening. CALL Journal, Forthcoming, Published online: 01 Jul 2020, DOI: 10.1080/09588221.2020.1774615
  • Carroll, John B. (1977). On learning from being told. In. Wittrock, M. C. (Ed.) Learning and Instruction. , (pp. 496-512). Berkeley, CA: McCutchan.
  • Carson, J. G., & Longhini, A. (2002). Focussing on learning styles and strategies: A diary study in an immersion setting. Language Learning, 52(2), 401-38.
  • Casambre, A. J. (1962). The effect of certain variables in informative speaking on listener comprehension. (Unpublished Ph.D. thesis), Columbus, Ohio State University.
  • Chapelle, C. and Jamieson, J. (1991). Internal and external validity issues in research on CALL effectiveness (pp. 37-60). In Dunkel, P. (Ed.), Computer-assisted language learning and testing: Research issues and practice. Newbury House.
  • Chou, C. (2012). Understanding on-screen reading behaviours in academic contexts: A case study of five graduate English-as-a-second-language students. Computer Assisted Language Learning, 25(5), 411-33.
  • Chukharev-Hudilainen, E., & A. Klepikova, T. (2016) The effectiveness of computer-based spaced repetition in foreign language vocabulary instruction: a double-blind study. CALICO Journal, 33(3), 334–354. doi: 10.1558/cj.v33i3.26055
  • Chun, D. M. & Plass, J. L. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80(2), 183-198.
  • Chun, D. M. & Plass, J. L. (1997). Research on text comprehension in multimedia environments. Language Learning & Technology, 1(1), 60-81.
  • Comenius, J. A. (1896). The great didactic. London, UK: Adam & Charles Black.
  • Craik, F. I. M., & Lockart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684. doi:10.1016/S0022-5371(72)80001-X
  • De Ridder, I. (2002). Are we conditioned to follow links? Highlights in CALL materials and their impact on the reading process. Computer Assisted Language Learning, 13(2), 183-195.
  • Duncan-Howell, J. (2012). Digital mismatch: Expectations and realities of digital competency amongst pre-service education students. Australasian Journal of Educational Technology, 28(5), 827-840. Retrieved on 22 Sep. 2019 from http://www.ascilite.org.au/ajet/ajet28/duncan-howell.html.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Baltimore: Edward Arnold.
  • Gillespie, J., & McKee, J. (1999). Resistance to CALL: Degrees of student reluctance to use CALL and ICT. ReCALL, 11(1), 38-46.
  • Ginther, A. (2002). Context and content visuals and performance on listening comprehension stimuli. Language Testing, 19(2), 133-67.
  • Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main Barriers and Possible Enablers of ICTs Integration into Pre-service Teacher Education Programs. Educational Technology & Society, 12(1), 193–204.
  • Herrington, J., & Oliver, R. (1997). Multimedia, magic and the way students respond to a situated learning environment. Australian Journal of Educational Technology, 13(2), 127-143.
  • Herron, C., Dubreil, S., Corrie, C., &, Cole, S. P. (2002). A classroom investigation: Can video improve intermediate-level French language students' ability to learn about a foreign culture? The Modern Language Journal, 86(1), 36-53.
  • Hsu, C.-K., Hwang, G.-J., Chang, Y.-T., & Chang, C.-K. (2013). Effects of video caption modes on English listening comprehension and vocabulary acquisition using handheld devices. Educational Technology & Society, 16(1), 403–414.
  • Jones, L. C., & Plass, J. L. (2002). Supporting listening comprehension and vocabulary acquisition in French with multimedia annotations. The Modern Language Journal, 86(4), 546-561.
  • Kalyuga, S. (2000). When using sound with a text or picture is not beneficial for learning. Australian Journal of Educational Technology¸16(2),161-72.
  • Leveridge, A. N., & Yang, J. C. (2013). Testing learner reliance on caption supports in second language listening comprehension multimedia environments. ReCALL, 25(2), 199–214. doi:10.1017/S0958344013000074.
  • Levy, M. (2015). The role of qualitative approaches to research in CALL contexts: Closing in on the learner’s experience. CALICO Journal, 32(3), 554-568. doi: 10.1558/cj.v32i3.26620
  • Linebarger, D. L. (2001). Learning to read from television: The effects of using captions and narration. Journal of Educational Psychology, 93(2), 288-298.
  • Lomicka, L. (1998). To gloss or not to gloss: An investigation of reading comprehension online. Language Learning and Technology, 1(4), 1-50.
  • Long, M. H. (1983). Native speaker / non-native speaker conservation and the negotiation of comprehensible input, Applied Linguistics, 4(2), 126-141.
  • Mangiafico, L. F. (1996). The Relative effects of classroom demonstration and individual use of interactive multimedia on second language listening comprehension. (Unpublished Ph.D. thesis) Faculty of Graduate School of Vanderbilt University.
  • Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53(1), 123-63.
  • Mayer, E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1-19.
  • McLoughlin, C. (1999). The implications of the research literature on learning styles for the design of instructional material. Australian Journal of Educational Technology, 15(3), 222-241.
  • Moreno, R., & Mayer, R. E. (2002). Verbal redundancy in multimedia learning: When reading helps listening, Journal of Educational Psychology, 94(1), 156-163.
  • Mosalanejad, L., Shahsavari, S., Sobhanian, S., & Dastpak, M. (2012). The Effect of virtual versus traditional learning in achieving competency-based skills. Turkish Online Journal of Distance Education, 13 (2), 69-75. Retrieved on 17 August 2019 from http://tojde.anadolu.edu.tr/tojde47/index.htm.
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  • Ridgway, T. (2000). Listening strategies - I beg your pardon? ELT Journal, 54(2), 179-185.
  • Robinson, G. L. (1989). The CLCCS CALL study: Methods, error feedback, attitudes, and achievement. In W. M. Flint Smith (Ed.): Modern Technology in FLE: Applications and
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  • Robinson, G. L. (1991). Effective feedback strategies in CALL: Learning theory and empirical research. In P. Dunkel (Ed.) Computer-Assisted Language Learning and Testing: Research Issues and Practice (pp. 155-68). USA, New York: Newbury House.
  • Rubin, J. (1994). A Review of second language listening comprehension research, The Modern Language Journal, 78(2), 199-221.
  • Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129-158.
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  • Sherwood, R. D., Kinzer, C. K., Hasselbring, T. S., & Bransford, J. D. (1987). Macro-contexts for learning: Initial findings and issues. Applied Cognitive Psychology, 1(2), 93-108.
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  • Thompson, V., & Paivio, A. (1994). Memory for pictures and sounds: Independence of auditory and visual codes. Canadian Journal of Experimental Psychology, 48(3), 380-398.
  • Trinder, R. (2002). Forum: Multimedia in the business English classroom: The learners' point of view. Computer Assisted Language Learning, 15(1), 69-84.
  • Tschirner, E. (2001). Language acquisition in the classroom: The role of digital video. Computer Assisted Language Learning, 14(3-4), 305-19.
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  • Turel, V. (2014a). The use and design of supplementary visuals for the enhancement of listening skills in hypermedia. In C. M. Akrivopoulou, & N. Garipidis (Eds.), Human rights and the impact of ICT in the public sphere: Participation, democracy, and political autonomy (pp. 268-291). Hershey, PA, USA: IGI-Global. DOI: 10.4018/978-1-4666-6248-3.ch016.
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  • Türel, V. (2013). The use of educational technology at tertiary level. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal of Education], 28(2), 482-496. http://www.efdergi.hacettepe.edu.tr/201328-2VEHBİ%20TÜREL.pdf. Retrieved July 29, 2019.
  • Türel, V. (2014). Learners’ perceptions towards interactive multimedia environments. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe University Journal of Education], 29(3), 167-183.
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  • Usluel, Y., & Seferoğlu, S. S. (2004). The perceptions of academic staff members in faculties of education regarding their self-efficacy in relation to computer use, their use of IT, and their perceptions of obstacles in the use of IT, and solutions they propose for those problems (in Turkish). Educational Sciences and Practice (Eğitim Bilimleri ve Uygulama), 6(3), pp. 143-157.
  • Voller, P. (1997). (Ed.), Autonomy & independence in language learning, New York: Addison Wesley Longman Limited.
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  • Xue, G. at el. (2010) Greater neural pattern similarity across repetitions is associated with better memory. Science, 330(6000), 97-101. doi: 10.1126/science.1193125
  • Yu, W-K., Sun, Y-C., & Chang, Yu-J. (2010). When technology speaks language: An evaluation of course management systems used in a language-learning context. ReCALL, 22(3), 332-355.
Toplam 92 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Vehbi Türel 0000-0001-8695-5876

Proje Numarası None
Yayımlanma Tarihi 25 Haziran 2022
Gönderilme Tarihi 21 Mart 2022
Kabul Tarihi 15 Haziran 2022
Yayımlandığı Sayı Yıl 2022 Sayı: 19

Kaynak Göster

ISNAD Türel, Vehbi. “Learners’ Perceptions towards Dual-Coding in Hypermedia Environments: Listening Texts, Keywords, Visuals and Captions”. Bingöl Üniversitesi İlahiyat Fakültesi Dergisi -/19 (Haziran 2022), 278-315. https://doi.org/10.34085/buifd.1090671.


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