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

Yıl 2023, Cilt: 8 Sayı: 1, 32 - 46, 08.01.2023

Vehbi Türel

https://doi.org/10.53850/joltida.1083583

Öz

In this study, 56 participants’ (N= 56) 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) in a hypermedia listening application for foreign language learning (FLL) were investigated. The study also investigated whether there were any differences between the participants’ perceptions in terms of gender, age, job and FLL period. The study was both quantitative and qualitative in nature. The results of the study were analysed with SPSS (i.e. Mean, Std. Deviation, Independent Samples t Test, ANOVA, Pearson Correlation test, Chi-square). The results revealed that the language learners (LLs) were overwhelmingly in favour of the use of the 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 while listening stage) in a hypermedia listening application for FLL. The majority of the LLs believed that not only did such a design benefit them in different ways, but it also contributed to the enhancement of their learning. The participants also felt that such a design could and should have been further improved. Moreover, the results revealed that there were significant differences between the participants’ perceptions towards the re-provision of the same audio-only listening texts with keywords, and (supplementary contextual) visuals + keywords.

Anahtar Kelimeler

Hypermedia, dual-coding, listening texts, visuals, instructional design

Destekleyen Kurum

None

Proje Numarası

None

Teşekkür

None

Kaynakça

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