Abstract:

The purpose of the study is to determine whether listening tasks given to students online at certain periods have an impact on the development of their understanding skills that students listen to. The study used the comparative uneven group estest model of the semi-experimental pattern. The experimental process of the research was carried out with the same students who were first class in the 2014-2015 academic year, second class in the 2015-2016 academic year and third class in the 2016-2017 academic year. The study included a total of 232 participants, including 113 in the experimental group, and 119 in the control group. The data in the research was obtained by the 40 Questions Hearing Understanding Test, developed by researchers and applied at the end of the experimental process. After all, when comparing the test group with the control group’s estest points, the overall score obtained from the test, the increase in the test group in terms of the points of the answers to questions at the level of knowledge and understanding, was statistically significant from the control group. In addition, when compared the students' scores of the text types in the Understanding Test, it was also shown that there was a significant difference in the benefit of the experiment group.

Keywords: