Impact of Technology-Assisted Context-Based Teaching on the Listening Skills of Teacher Candidates

Abstract

Listening is highly critical as it is the first skill that is acquired from birth. However, this skill can be developed if it is acquired through proper methods and approaches. The purpose of this study is to identify whether technology-assisted context-based teaching improves the listening skills of teacher candidates. The research was based on a mixed research approach where quantitative data were obtained through experimental study and qualitative data were obtained through interviews. The study group of the research consisted of 50 teacher candidates in total; -25 in the experimental group and 25 in the control group -who took the Comprehension Techniques II: Listening Education course in the Turkish Language Teaching department of Near East University in Northern Cyprus during the 2016-2017 academic year. The topics were conveyed to the experimental group using a context-based approach with technology-assisted context-based teaching, meaning the digital stories and drama method. A traditional method and approach was applied to the control group. "Listening Success Tests" and "Student interview forms" developed by the researchers were used for data collection. The obtained quantitative data were analysed using the Mann-Whitney U test, while qualitative data were analysed through content analysis. As a result of the findings obtained in the listening success tests, it was seen that there was a significant difference between the experimental group on which technologyassisted context-based teaching was applied and the control group where traditional teaching was used. Thus, it was proved that this approach applied to the experimental group was highly beneficial for developing the listening skills of the teacher candidates. Additionally, based on the opinions of the teacher candidates, it was revealed that this approach improved the listening skills from several perspectives.

The Effects of Watching Authentic English Videos with and without Subtitles on Listening and Reading Skills of EFL Learners

“…According to CLT (Communicative Language Teaching), however, the four skills are integrated, and a particular emphasis is placed on listening and speaking (Rees-Miller, 2017). Alternatively, Korkmaz and Güneyli (2017) recognize the considerable significance of reading and listening since the productive skills cannot be acquired without gaining the receptive ones. Thus, all four skills should be incorporated within the process of EFL (English as a foreign language) teaching.…”

Investigating Research Trends on Digital Storytelling: A Bibliometric and Visualized Analysis

“…When the general citation data of the 43 Turkish articles on digital storytelling in WoS were examined, it was seen that 26 articles had at least one citation, but that 17 articles had not yet been cited. Also 6 articles on Turkish language skills (Ciğerci and Gültekin, 2017;Çıralı-Sarıca and Koçak-Usluel, 2016;Dayan and Girmen, 2018;Girmen and Kaya, 2019;Korkmaz and Güneyli, 2017;Tanrıkulu, 2020) were found in WoS, and it was determined that 4 of these articles (Ciğerci and Gültekin, 2017;Çıralı-Sarıca and Koçak-Usluel, 2016;Girmen and Kaya, 2019;Korkmaz and Güneyli, 2017) were cited. In this context by increasing the number of references made to articles sourced from academicians affiliated with Turkish institutions, it is likely that Turkey's power in the field would increase.…”

“…This is followed by an article titled "A phenomenological study: Teachers' experiences of using digital storytelling in early childhood education," which was written by Yüksel-Arslan et al (2016) and published in the Educational Studies journal, and with six subsequent citations in WoS-indexed journals. The other articles related to Turkish language skills that were also indexed in WoS are Cigerci and Gultekin's (2017) "Use of digital stories to develop listening comprehension skills," which was published in Issues in Educational Research (citations = 6), Girmen and Kaya's (2019) "Using the flipped classroom model in the development of basic language skills and enriching activities: Digital stories and games," which was published in the International Journal of Instruction (citations = 4), Korkmaz and Güneyli's (2017) "Impact of technology-assisted context-based teaching on the listening skills of teacher candidates," which was published in the Eurasia Journal of Mathematics, Science and Technology Education (citations = 3), Dayan and Girmen's (2018) "Turkish education writing process: Digital storytelling" which was published in the Journal of Qualitative Research in Education (citations = 0), and Tanrıkulu's (2020) "Students' perceptions about the effects of collaborative digital storytelling on writing skills," which was published in Computer Assisted Language Learning (citations = 0). When the general citation data of the 43 Turkish articles on digital storytelling in WoS are examined, it can be seen that 26 articles have at least one subsequent citation, but that 17 articles have yet to be cited in WoS-indexed journals.…”

An Evaluation of Local and Oral History of Cyprus Teaching on the Basis of Postmodern Education: Student and Teacher Opinions

“…This problem should be addressed immediately. Additionally, as emphasised in postmodern education, teaching must not only be based on course books; the search for high quality audio-visual and linguistic sources must continue (Bal, 2011;Gül &Yılmazer, 2016;Korkmaz & Güneyli, 2017;Yang, Yu, Gong & Chen, 2017).…”