Abstract
The purpose of this research was to investigate the effects of digital storytelling on listening skills of language learners and their attitudes towards the use of digital storytelling. 64 secondary school students whose degrees were 6th and 7th grade participated in the study. The study was conducted in Adana, Turkey during the fall semester of the academic year 2020-2021. Quasi-experimental design with pretest-posttest control group was employed for the research. Listening comprehension achievement test and learners’ attitude scale were the data collection tools of the research. The results of the study revealed that participants had statistically significant differences in their listening skills improvement and test group had higher competency in listening activities compared to the control group. The findings also provided additional information about learners’ attitudes towards digital storytelling listening activities, including their motivation level and thoughts. Students’ attitudes towards digital storytelling were positive and their motivation was significantly higher.
Highlights
With listening skills usually requiring a considerably long period of time to acquire, normally involving the student experiencing a variety of emotions ranging from depression and frustration through to exhilaration and pride, teaching listening skills is one of the most difficult tasks that a teacher faces
For a long time, the skill of listening didn’t receive adequate acknowledgement as a skill in its own right, but rather was long “regarded as a passive skill, [...] an ability that would develop without assistance” (Osada 2004:53). Such lack of regard for developing listening skills may seem quite absurd when according to Burley-Allen more than forty percent of our daily communication time is spent on listening, with thirty-five percent being dedicated to speaking, sixteen percent devoted to reading and only nine percent of our daily communication being occupied by writing
For a long time, the skill of listening didn’t receive adequate acknowledgement as a skill in its own right, but rather was long “regarded as a passive skill, [...] an ability that would develop without assistance” (Osada 2004:53). It was only really at the turn of the 1970s that listening comprehension began to be explored (Osada 2004:53), conducing to a shift in listening skills being viewed as a passive skill to being viewed as elements which students should actively acquire
Summary
For a long time, the skill of listening didn’t receive adequate acknowledgement as a skill in its own right, but rather was long “regarded as a passive skill, [...] an ability that would develop without assistance” (Osada 2004:53). “Difficulties associated with rate of speech, lexical features and pronunciation are the main sources of stress” (Kurita 2012:39), meaning that teachers should both be aware of these factors and investigate these factors with the student, providing access to the necessary skill set to address potential difficulties which may stem from these obstructions This high cognitive load, potential loss in concentration, and anxiety can greatly affect the student’s overall success in receiving and understanding the verbal interaction, as “if a listener is anxious or in some other way distracted and unable to pay attention, it will be more difficult to accurately determine what was said” (Bloomfield et al 2010:6)
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