The Effect of Digital Materials on Listening Comprehension Levels of Second Grade Elementary Students

Burcu Gezer,Hüseyin Anilan

doi:10.24193/adn.14.1.10

Abstract

Abstract: The purpose of the research is to reveal the effect of digital materials on the listening comprehension levels of second grade elementary school students. The study sample consisted of 50 second grade students in a elementary school located in Eskisehir. During the 8-weeks intervention period, Turkish lessons were performed with digital materials in the experimental group. In the control group, Turkish lessons were conducted without using digital materials. In the research, parallel design is used. Quantitative datas were obtained by Listening Comprehension Test developed by the researcher. Qualitative datas were obtained by the diaries of students and researcher, the semi-structured interviews of students and teacher. In this study, it was concluded that digital materials positively affect students' understanding of what they listened to, and increased their attention and motivation. In this context, it was determined that using digital materials can have positive contributions for developing listening skills

Highlights

The main purpose of this research is to determine the effect of digital materials on the comprehension levels of primary school second grade students
The Effect of Digital Materials on Listening Comprehension Levels of Second Grade Elementary Students from using one method with a variety of data that can be obtained with the other method
In order to present opinions about the implementation process effectively, where necessary, direct quotations were made from teacher and student interviews as well as from researcher and student diaries. In this part of the research which has to do with investigation of the effects of digital materials on the comprehension levels of primary school second grade students, findings collected after eight weeks of application are included

Summary

Introduction

Listening is a complex process in which sounds and speech are interpreted in mind. This process consists of hearing, attention intensification and interpretation stages. Listening is different from hearing, it requires mental processes such as attention, concentration and interpretation. Other language skills are acquired after birth. Since listening skill is an innate skill, it is not taken into consideration as much as other language skills. Training studies should be carried out for the development of listening skill. The relevant literature clearly shows that listening skills can and should be taught (Funk & Funk 1989). Listening should be considered as a learnable and teachable language skill (Celenk 1999). Researchers argue that students should be given regular listening training and this training will be very useful for the individual (Funk & Funk 1989)

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