Abstract:

Mobile-supported language learning (MODDÖ) is suggested that the flexible structure independent of time and place will support learning. In this context, the purpose of this study is to investigate the effectiveness of MODDÖ when employed in the mobile environment with extensive-listening (extensive-listening) according to the group where the teaching-centric and intensive-listening (intensive-listening) is applied. The study encountered the method of developing English language skills as two different foreign languages, “Teacher-Centered Intensive-Listening (N=29)” and “Mobile-Centered-Listening (N=30)” by taking advantage of the non-equivalent-group semi-experienced research model. The experiment, which was conducted, tried to reveal with quantitative data collected which method was more effective in developing the participants’ listening, speech and critical thinking skills and listening strategies. The opinions of the participants in both groups were also taken and evaluated using semi-configured conversation forms. According to the findings obtained, teaching-centric intensive listening has been determined that there is no statistically meaningful change between the groups in terms of other variables, where it has a more positive and statistically significant impact on the development of the listening skills of the participants than mobile comprehensive listening. Given the limitations in the context of study, it was concluded that teaching-centered intensive listening is more effective in improving English as a foreign language than mobile comprehensive listening.

Abstract:

Recently, MALL (Mobile Assisted Language Learning) has been claimed to support seamless and flexible learning for students. Reflecting these features, we aimed to investigate the effectiveness of MALL that puts self –regulated learning and extensive-listening into effect together, when compared to instructor-led with intensive-listening. Therefore, two different English as Foreign Language methods, operationally defined as instructor-led intensive-listening (N=29) and mobile self-regulated extensive-listening (N=30), were implemented. The casual comparative research design was used to attain the goal of the study. The quantitative data on listening, speaking, and critical thinking skills as well as listening strategies were collected to examine the effectiveness of the methods. Data showed that there was significant difference between two methods in favor of instructor-led intensive-listening in improving EFL listening, while no significant difference was found in terms of speaking, critical thinking, and listening strategies. Results highlight the use of instructor-led intensive-listening method in promoting EFL listening considering the limitations of the study

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