The study results show that the participants found watching these videos out of the classroom appealing and useful for improving their listening skills.
📌 3 Maddede Bu Makale
🎯
Amaç & Hipotez: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.
📊
Temel Bulgular & Veri:The study involved students from the preparatory school of a university in Turkey.
💡
Sonuç & Katkı:The study results show that the participants found watching these videos out of the classroom appealing and useful for improving their listening skills.
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.
KAYNAR, N., SADIK, O. (2021). The Effects of Authentic and Interactive Video Tasks on Students’ Extra Listening Practices. Kuramsal Eğitimbilim Dergisi, Cilt: 14 - Sayı: 3, 291–307. https://ajindex.com/articles/220116
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