Are Students Already Connective? Insights on Teaching English Through a Connective Approach

Abstract

This research aims to investigate if information and communication technologies (ICT) supported activities prepared by the researchers can contribute to academic success in developing listening skills in EFL when they are presented in a connective approach and what the participants think about the content and approach used. The sample includes fifth-grade students (aged 11-12) in different numbers in five applications carried out in seven weeks in spring term of 2020-2021 academic year. The research employed mixed method integrated action research in which quantitative data were collected through achievement tests developed by the researchers and qualitative data through participants’ and researcher’s diaries and semi-structured interview form, all collected online. A website was developed, and the ICT-supported content was presented through it to participants while all applications were carried out in online synchronous classroom sessions. The results show that in all applications there is a statistically significant difference between pre- and post-tests, indicating a moderate to high level effect on academic success in EFL listening skills. The researcher’s and participants’ diaries include mostly positive attitudes towards ICT-supported activities presented in a connective approach. Besides, data from diaries and the semistructured interview form signals various student behaviors such as retrieving information, establishing connections with peers and online sources, and discovering individually that are triggered by connective approach.