B1 seviyesinde dilbilgisi ölçen çıkartmalı sınavlarda görsel araçların kullanılmasının etkisi: Yarı-deneysel bir çalışma

Abstract

A considerable amount of literature has been published about the use of visual aids in language classrooms to see if they foster learning or classroom participation. Visuals have been used in test format for years, as well; however, there is a dearth of research to indicate how effective the presence and the type of visuals in testing grammar through multiple-choice cloze tests. To close the gap in the literature, the current study aims to identify the effect of using visual aids, specifically real pictures, diagrams, and no pictures in a cloze test on students’ grades and test completion times. This is a quasi-experimental, quantitative study. The data was collected through cloze tests that tested grammar via multiple-choice items within a context about synesthesia. The sample consisted of 64 B1 level preparatory school students (27 females, 37 males) studying at a state university in Istanbul. The participants were from different majors. The data were analyzed through SPSS. The results revealed a significant difference between the visual types and students’ completion time of the texts. It took different groups between 2 minutes to 7 minutes to complete the test. The real picture group spent the most time (M= 4.45), which was followed by the diagram group (M= 3.47) and no visual test group (M=3.45). However, no significant differences were found between the grades of the students who took tests with different visuals.