Çoklu Ortamla Öğrenme Kuramının Kişiselleştirme İlkesinin İkinci Yabancı Dilde Dinleme Becerileri Derslerinde Uygulanması

Bu çalışmanın amacı, çoklu ortamla öğrenme kuramının kişiselleştirme ilkesininİngilizcenin ikinci yabancı dil olarak öğretildiği bağlamlarda öğrencilerin dinlemeperformanslarına bir etkisi olup olmadığını araştırmak ve öğrencilerin günlük konuşmatarzıyla edindikleri öğrenim tecrübelerini incelemektir. Çalışma, Türkiye’deki 40 hazırlıkokulu öğrencisiyle iki gruba ayrılarak günlük ve resmi konuşma tarzlarıyla hazırlanançoklu ortam materyallerinin sunumunu içermektedir. Konuşma tarzlarının dinlemeperformansına yönelik etkisini ölçmek için, ön test, son test ve çoklu ortam sunularıuygulanmıştır. Bakış açıları için anket ve yarı yapılandırılmış görüşmeler yürütülmüştür.Bulgular, her iki grubun da ilerleme gösterdiğini fakat günlük dilde çalışan ve resmi dildeçalışan gruplar arasında kayda değer bir fark olmadığını göstermiştir. Buna karşın, çoğuöğrenci, bu konuşma tarzına yönelik olumlu düşünce ve duygularını ifade etmiştir. Çokluortam materyalleri ile içeriği iletmek, materyallerin etkileşim ve orijinalliğini artırmış,öğrencileri etkin kılmıştır. Fakat eğitimcilerin, öğretim materyallerini tasarlarken, farklıbakış açılarının ve kültürel çeşitliliklerin bilincinde olmaları, farklı ihtiyaç ve tercihlerehitap edebilmeleri için önerilir.

Applying the Personalization Principle of Multimedia LearningTheory in Second Language Listening Classes

Earlier works in various contexts investigated the effectiveness of the personalizationprinciple of Multimedia Learning Theory (MLT). According to MLT, better learningoutcomes can be achieved when instructional material is delivered through aconversational speaking style rather than a formal style. However, no conclusion hasbeen drawn on the issue that the personalization principle is effective in everycondition. This study investigated whether the personalization principle has any effecton second language listening performance and aimed to explore students’ perceptionstowards the conversational style. The study was conducted in a Turkish EFL contextwith 40 preparatory school college students by providing them multimediapresentations either in a conversational or formal style for four weeks. As for studentperceptions towards the conversational style, a questionnaire and a semi-structuredinterview were applied. The findings of the study showed that there is no significantdifference between the styles on second language listening achievement. However,most of the students expressed their positive opinions and feelings towards theirexperience with the conversational style and found it friendly and authentic.Delivering the content through multimedia increased the authenticity and interactivityfeature of the materials and made learners engaged. However, educators should beaware of cultural varieties and different perceptions while developing instructionalmaterials to address various learner needs and preferences.

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