Öğrencilerin Hiper Ortamlarında İkili Kodlamaya Yönelik Algıları: Dinleme Metinleri, Anahtar Kelimeler, Görseller ve Altyazılar

Abstract

This study investigated 57 participants’ (N= 57) perceptions towards dual-coding in design of audio-only listening texts (i.e. re-provision of the same audio-only listening texts in the form of audio-only listening texts + keywords or supplementary contextual visuals + keywords at non-initial phases of the while-listening stage, and audio-only listening texts + (full) captions at final listening stage) in adaptable hypermedia environments (HEs) for foreign language learning (FLL). The study also aimed to find out whether there were any differences between their perceptions in terms of participants’ characteristics as well as between their perceptions towards dual-coding. The study was both quantitative and qualitative in nature. The results of the quantitative data were analysed with SPSS (i.e. Mean, Std. Deviation, ANOVA, Pearson Correlation Test). The results revealed that the participants were overwhelmingly in favour of the use of dual-coding in design of audio-only listening texts in HEs for FLL. The majority believed that not only did the dual-coding in design of audio-only listening texts benefit them in different ways, but it also contributed to the enhancement of their learning. Moreover, the results of the quantitative data revealed that there were some significant differences between the participants’ perceptions.