The Effects of Authentic and Interactive Video Tasks on Students’ Extra Listening Practices

Yıl 2021, Cilt: 14 Sayı: 3, 291 - 307, 15.07.2021

Neslihan Kaynar , Olgun Sadık

https://doi.org/10.30831/akukeg.836313

Cited By: 1

Öz

The primary goal of this study is to examine the effects of authentic and interactive video tasks on English as a Foreign Language (EFL) learners’ listening practices, perceptions (interest and enjoyment level) regarding using multimedia learning in improving their listening skills. The study involved students from the preparatory school of a university in Turkey. To analyze the effects of authentic and interactive video tasks, a pretest and a post-test werexs given to the students. After the implementation, a questionnaire and interviews were applied to understand the students’ overall perceptions regarding the multimedia learning experience. The study results show that the participants found watching these videos out of the classroom appealing and useful for improving their listening skills.

Anahtar Kelimeler

interactive videos, multimedia, listening skills

Destekleyen Kurum

-

Kaynakça

• Agarwala, M., Hsiao, I. H., Chae, H. S., & Natriello, G. (2012, July). Vialogues: Videos and dialogues based social learning environment. IEEE 12th International Conference on Advanced Learning Technologies (pp. 629-633). IEEE.
• Arcario, P. (1992). Criteria for selecting video materials. In S. Stempleski & P. Arcario (Eds.), Video in second language teaching: Using, selecting, and producing video for the classroom (pp. 109-122). Alexandria, VA: Teachers of English to Speakers of Other Languages.
• Brown, H. D. (2001) Teaching by principles: An interactive approach to language pedagogy (2nd ed.). White Plains, NY: Pearson Education.
• Chung, J. (2008). The Effects of Using Video Texts Supported with Advance Organizers and Captions on Chinese College Students' Listening Comprehension: An Empirical Study. Foreign Language Annals. 32.
• Clark, M. (2013). The use of technology to support vocabulary development of English Language Learners. St. John Fisher College Fisher Digital Publications. Retrieved from: fisherpub.sjfc.edu
• Clothier, P. (2013). Interactive video: The next big thing in mobile. Retrieved April, 1, 2016.
• Creswell, J. W. (2007). Designing and conducting mixed method research. Thousand, Oaks, CA: Sage.
• Drigas, A. S., & Ioannidou, R. E. (2011, September). A review on artificial intelligence in special education. In World Summit on Knowledge Society (pp. 385-391). Springer, Berlin, Heidelberg.
• Egbert, J., Huff, L., McNeil, L., Preuss, C., & Sellen, J. (2009). Pedagogy, process, and classroom context: Integrating teacher voice and experience into research on technology‐enhanced language learning. The Modern Language Journal, 93, 754-768.
• Embong, A. M., Noor, A. M., Rafek, M., Othman, H., & Khalid, P. Z. M. (2014). What do Teachers and Pupils Say about Using e-Books in the Classrooms? International Journal of Social Science and Humanity, 4(6), 451.
• Gonzalez. F., Pizarro., M., Cermeron., R., Li, K., Thorn, J., Hutabarat, W.,& Bermell.,P. (2017). Immersive mixed reality for manufacturing training. Frontiers in Robotics and AI, 4, 3.
• Guba, E. G., & Lincoln, Y. S. (2005). Paradigmatic controversies, contradictions, and emerging confluences. In N. K.
• Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 191-215). Thousand Oaks, CA: Sage.
• Hadijah, S. (2016). Teaching by using video: ways to make it more meaningful in EFL classrooms. Proceedings of ISELT FBS Universitas Negeri Padang, 4(2), 307- 315.
• Harmer, J. (2007). The Practice of English Language Teaching (4th ed.) Harlow: Pearson Education Limited.
• Heinich, R., Molenda, M., Russell, J. D., & Smaldino (2002). Instructional media and technologies for learning. N. J.: Merrill/Prentice Hall.
• Herrington, J., Oliver, R., & Reeves, T. C. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 19(1), 59–71. http://www.ascilite.org. au/ajet/ajet19/res/herrington.html
• Herrington, J., Reeves, T. C., & Oliver, R. (2010). A guide to authentic e-learning. London: Routledge. Igo, L. B., Bruning, R. H., & McCrudden, M. (2005a). Exploring differences in students’ copy and paste decision-making and processing: A mixed-methods study. Journal of Educational Psychology, 97, 103-116.
• Kayaoğlu, M. & Akbaş, R, & Öztürk, Z. (2011). A small scale experimental study: Using animations to learn vocabulary. Turkish Online Journal of Educational Technology. 10. 24-30.
• Kilickaya, F., & Krajka, J. (2010). Comparative usefulness of on-line and traditional vocabulary learning. The Turkish Online Journal of Educational Technology, 9(2), 55-63.
• Markham, P., & Peter, L. (2003). The influence of English language and Spanish language captions on foreign language listening/reading comprehension. Journal of Educational Technology Systems, 31(3), 331-341.
• Marchionini, G. (2003). Video and learning redux: New capabilities for practical use. Educational Technology, 43(2), 36-41.
• Mathew, N. & Alidmat, A., (2013). “A study on the usefulness of audio-visual aids in EFL classroom: Implications for effective instruction,” International Journal of Higher Education, vol. 2, no. 2, 2013, pp. 86-91.
• Merriam,S.B.(1998).Qualitative research and case study applications in education. San Francisco: Jossey-Bass. Neo, M., & Neo, T. K. (2001). Innovative teaching: Using multimedia in a problem- based learning environment. Educational Technology & Society, 4(4), 19-31.
• Ni, D. (2017). Design and research on English listening teaching assisted by computer multimedia. International Journal of Emerging Technologies in Learning (iJET), 12(01), 32-43.
• Nunan, D., (1999). Research methods in language learning. Eight printing. Cambridge: CUP
• Patton, M.Q., (2002). Qualitative Research and Evaluation Methods. Thousand Oaks, California: Sage
• Salavati, S. (2013). Novel Use of Mobile and Ubiquitous Technologies in Everyday Teaching and Learning Practices: A Complex Picture. Licentiate. Linnaeus University, Sweden. Vä xjö : Linnaeus University Press.
• Silverman, R. (2013). Investigating video as a mean to promote vocabulary for at- risk children. Journal of Contemporary Educational Psychology, 38, 170-179.
• Tick, A., (2009). From Computer Assisted Language Learning to Computer Mediated Language Learning.
• Thorpe, R. (2006). Digital Technology In Classroom: Video in Teaching and learning.
• Tschirner, E. (2001). Language acquisition in the classroom: The role of digital video. Computer assisted language learning, 14(3-4), 305-319