Thesis Type: Postgraduate
Institution Of The Thesis: Bursa Uludağ University, EĞİTİM BİLİMLERİ ENSTİTÜSÜ, Turkey
Approval Date: 2019
Thesis Language: English
Student: Samet Bal
Supervisor: LEVENT UZUNAbstract:
In this century, teachers start to abandon traditional teaching methods since they are aware of that these methods are not as effective as it is expected for the students who are digital natives (Prensky, 2001; Uzun, 2012; 2016); in addition to that, teaching process has started to lose its power while learning process becomes much more creative and innovative (Uzun, 2017). With regard to these facts, the current study aims to integrate technology with language learning process; thus, the study integrates ICT tools with listening skill classes and investigates the differences in achievement levels of students before and after the treatment with the purpose of improving EFL learners listening comprehension skills. The participants of the study were 50 students; they were divided into two groups as the control and the experimental group. The experimental group practiced listening skills through ICT tools while the control group practiced it through course book tracks. The study conducted mixed-method research design and applied pretest-posttest technique to gather quantitative data in order to understand achievement differences between the groups and see whether a significant difference occurred or not. Besides, the researcher conducted interviews with 10 students to gather qualitative data to investigate learners' perceptions towards the course and ICT tools. The quantitative data were analyzed through IBM SPSS 25 while the qualitative data were put into coding for further understanding. The results of the study pointed out ICT tools were highly effective in improving listening skills and creating a positive attitude in EFL learners since it was found out that the experimental group outperformed the control group with a significant difference in the posttest scores; besides, it was seen that learners' perceptions towards the tools were highly positive and as digital natives, they identified the course as attractive and effective for their learning process.