Use of Digital Stories to Develop Listening Comprehension Skills.
Use of Digital Stories to Develop Listening Comprehension Skills.
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使用数字故事培养听力理解技能。
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Mehmet Gulteki̇n
中科院分区：
文献类型：
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作者：
Fatih Mehmet Ciğerci;Mehmet Gulteki̇n
本研究的目的是确定数字故事对四年级学生土耳其语（母语）听力技能的影响。该研究采用混合方法，在2014-2015年春季学期，在土耳其埃斯基谢希尔市的一所小学的两个四年级教室（9-10岁）进行。在为期8周的申请过程中，土耳其语课程使用数字故事进行，并根据数字故事设计活动。在课堂教师实施教案的过程中，研究者观察了这一过程。研究数据也来自听力理解测试、教师和学生访谈。听力理解测试的定量数据采用t检验进行分析，定性数据采用描述性分析。实验组和控制组的听力理解成绩有显著性差异。来自学生和教师访谈以及课堂观察的定性数据表明，数字故事，基于故事的听力活动以及创造更具吸引力和激励性的课堂环境对实验组的听力理解技能产生了积极影响。
The aim of this study was to determine the effect of digital stories on the Turkish (mother language) listening skills of fourth grade students. The study used a mixed methods and was conducted in two fourth grade classrooms (ages 9-10 years) in a primary school in Eskisehir city, Turkey, during the 2014-2015 spring semester. During the 8-week application process, Turkish lessons were conducted using digital stories and activities were designed depending on the digital stories. While the lesson plans were put into action by the classroom teacher, the researcher observed the process. Research data were obtained also from a listening comprehension test, and teacher and student interviews. Quantitative data from the listening comprehension test was analysed using ttests, and the qualitative data was subjected to descriptive analysis. A significant difference was found between the post-test listening comprehension scores for the experimental and control groups. The qualitative data from student and teacher interviews, and from classroom observations, showed that digital stories, listening activities based on the stories, and the creation of a more engaging and motivating classroom environment had positive effects on listening comprehension skills in the experimental group.