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The effects of Auditory Learning Strategy on Learning Skills of Language Learners (Students' Views)

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Auditory learning style enables auditory learners to learn best by hearing or through verbal communication. Auditory learners are good at remembering what they hear as they learn information through auditory representation. Auditory components such as tone, pitch, and loudness are all important to these learners. The purpose of this paper is to evaluate the views of students over Auditory Teaching and Learning Strategy for an interactive and communicative classroom environment. To obtain necessary data from participants, we asked two open ended questions to the participant students: How can you learn foreign language best in the classroom environment? and What kind of teaching or learning strategies does your foreign language teacher use and implement in the classroom?. A qualitative research method was used to evaluate and compare the views of the students on Auditory Learning and Teaching Strategy in the classroom. The research was carried out with the participation of fifteen university students in the cities of Tekirdağ and Erzincan. The views of the students obtained through interviews suggest that their skills, attitudes and predispositions to Auditory Learning Style are significative and determinative factors for learning effectively. The features of learners with Auditory Learning style include building up more comprehensive sentences, being talkative, sensitive to sound and music, memorizing the songs fast and easily, being inclined to learn foreign languages, learning by talking, having difficulty in reading and writing skills, participating in group discussions, using audiotapes for language practices. This paper draws attention to the views and practices of language learners as a means of increasing teachers' awareness of Auditory Learning and Teaching in classroom environment.
IOSR Journal Of Humanities And Social Science (IOSR-JHSS)
Volume 22, Issue 10, Ver. VII (October. 2017) PP 04-10
e-ISSN: 2279-0837, p-ISSN: 2279-0845.
www.iosrjournals.org
DOI: 10.9790/0837-2210070410 www.iosrjournals.org 4 | Page
The effects of Auditory Learning Strategy on Learning Skills of
Language Learners (Students’ Views)
Filiz KAYALAR1 Fethi KAYALAR2
1Dr. Lecturer, Department of German Language, College of Foreign Languages, Namık Kemal University,
2Ass. Prof. Dr. Faculty of Education, Erzincan University
Corresponding Author: Filiz KAYALAR
Abstract: Auditory learning style enables auditory learners to learn best by hearing or through verbal
communication. Auditory learners are good at remembering what they hear as they learn information through
auditory representation. Auditory components such as tone, pitch, and loudness are all important to these
learners. The purpose of this paper is to evaluate the views of students over Auditory Teaching and Learning
Strategy for an interactive and communicative classroom environment. To obtain necessary data from
participants, we asked two open ended questions to the participant students: How can you learn foreign language
best in the classroom environment? and What kind of teaching or learning strategies does your foreign language
teacher use and implement in the classroom?. A qualitative research method was used to evaluate and compare
the views of the students on Auditory Learning and Teaching Strategy in the classroom. The research was
carried out with the participation of fifteen university students in the cities of Tekirdağ and Erzincan. The views
of the students obtained through interviews suggest that their skills, attitudes and predispositions to Auditory
Learning Style are significative and determinative factors for learning effectively. The features of learners with
Auditory Learning style include building up more comprehensive sentences, being talkative, sensitive to sound
and music, memorizing the songs fast and easily, being inclined to learn foreign languages, learning by talking,
having difficulty in reading and writing skills, participating in group discussions, using audiotapes for language
practices. This paper draws attention to the views and practices of language learners as a means of increasing
teachers’ awareness of Auditory Learning and Teaching in classroom environment.
Keywords: Auditory Learning, Auditory Teaching, Learning Style, Classroom Management, Effective
Learning
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Date of Submission: 31-01-2017 Date of acceptance: 18-10-2017
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I. INTRODUCTION
Almost all learners have different learning strengths that enable them to begin to concentrate, remain
focused and understand and remember important information and ideas. They become much more efficient,
productive and successful, and it is more probable that they will produce their best work if they manage to apply
their strengths. Auditory Learning is one of the three different learning styles, visual, kinaesthetic and auditory.
Non-specific to an educational system, learning begins long before the school and continues for a much
longer period after school, then in parallel with school, it takes place in a wide variety of shapes and
environments.
Teachers are skilful at creating and planning suitable opportunities for school children to progress in
learning. Teachers try to encourage learning in their courses, which is good and appropriate for their students
and this is a profound approach at a particular time with a particular child or group of children. With
comprehension of what is already known about the learning process and individual learning preferences,
teachers can provide much better learning situations which are more likely to contribute to effective learning
(Pritchard, 2009).
Discovering one’s own learning style is quite important for academic achievements, and there are many
benefits for learners (Table 1). The benefits of discovering learning style, from academic point of view, include
giving learners a head start and maximizes their learning potentials, enabling learning to succeed in school,
college, university, giving learner customized techniques to score better on tests and exams, allowing learners to
learn “their way” through their own best strategies, showing them how to overcome the limitations of poor
instructors, reducing the stress and frustration of learning experiences and expanding their existing learning and
studying strategies.
The effects of Auditory Learning Strategy on Learning Skills of Language Learners (Students’ Views)
DOI: 10.9790/0837-2210070410 www.iosrjournals.org 5 | Page
Table 1: Benefits of Discovering Learning Style from Academic Point of View
giving learners a head start and maximizes their learning potentials,
enabling learning to succeed in school, college, university,
giving learner customized techniques to score better on tests and exams,
allowing learners to learn “their way”
showing them how to overcome the limitations of poor instructors,
reducing the stress and frustration of learning experiences,
expanding their existing learning and studying strategies,
The benefits of discovering learning style, from personal point of view (Table 2), include increasing
learners’ self-confidence, improving their self-image, teaching them how to use their brain best, giving them
insight into their strengths, weaknesses, and habits, enabling them to enjoy any learning process, inspiring
greater curiosity and motivation for lifelong learning, showing them how to take advantage of their natural skills
and inclinations.
Table 2: Benefits of Discovering Learning Style from Personal Point of View
increasing learners’ self-confidence
improving their self-image
teaching them how to use their brain best
giving them insight into their strengths, weaknesses, and habits
enabling them to enjoy any learning process
inspiring greater curiosity and motivation for lifelong learning,
showing them how to take advantage of their natural skills and inclinations.
From professional point, the benefits of discovering learners’ learning styles include enabling teachers
to stay up to date professionally, giving them an edge over their competitors, allowing them to manage teams
more effectively, guiding them in delivering effective presentations to diverse audiences, improving their
persuasive skills, helping them improve cooperation with other teachers, and translating learning power into
self-power.
Table 3: Benefits of Discovering Learning Style from Professional Point of View
enabling teachers to stay up to date professionally,
giving them an edge over their competitors,
allowing them to manage teams more effectively,
guiding them in delivering effective presentations to diverse audiences,
improving their persuasive skills,
helping them improve cooperation with other teachers,
translating learning power into self-power
Each learning style has its own advantages and benefits on learners. Auditory learning style has more
benefits on the learners in the fields of language, music, literature than those in the other fields.
1.1. Auditory Learning
Listening skills are important for academic achievement of students at school years and career
readiness of college students. Although not all people listen well, language learners can develop listening skill in
classroom environment and acquire targeted instruction. The new emphasis on the importance of speaking and
listening in the Common Core of language courses requires teachers to use and implement necessary strategies
and tools that focus on Auditory Learning and Teaching Strategy.
Language learners spend a significant portion of their course period engaged in auditory learning,
which depends on the capability of their brains to effectively receive and process auditory signals from teachers
and peers. Young learners do not have the ability to process auditory information as adults do as their auditory
skills are not developed well until adult age. Some learners are sensitive to poor acoustical conditions in
classrooms and this can interfere with learners’ development of spoken language, reading, and writing skills,
thus affecting academic performance. In order to promote the effectiveness in language classroom, the sound
enhancement technology is provided for every student in the classroom to get greater acoustic accessibility.
Auditory learners are reported to be excellent listeners. The characteristics of auditory learners include
getting information by listening, preferring listening to reading or writing, having difficulty in communicating
through body language and facial expressions, having the ability to reproduce symbols, letters or words by
hearing them, finding written directions more difficult to follow than spoken ones, enjoying dialogues, plays,
dictation, and to favour music. They need to hear something or to speak to know it. They are good at learning
concepts by listening to players and repeating or fulfilling verbal instructions, tending to listen first to lecture
The effects of Auditory Learning Strategy on Learning Skills of Language Learners (Students’ Views)
DOI: 10.9790/0837-2210070410 www.iosrjournals.org 6 | Page
and then taking notes or relying on printed notes. They like class discussions but noise can easily distract their
attention and concentration. They can often solve problems by talking about them, clarifying incoming
information through listening and repeating aloud. They are good at telling jokes and stories.
Kanar (1995) argued that auditory learners like listening and speaking, have compatible personalities,
and have difficulty in following written instructions. They have to listen to an explanation and hear it to
understand and learn. These people do not necessarily paint in their minds as visual learners do; on the contrary,
they filter through the ability to listen and replicate incoming information. They are good at telling stories and
solving problems in a "talk" way. Further, they prepare grade notes and then listen to them, remembering details
by "listening" to previous discussions, asking questions and volunteering to the class, and whispering new
information on their own.
II. LITERATURE REVIEW
According to Kolb (1984), one’s own learning style indicates his or her individual differences in
learning. Shaughnessy (1998) argues in his work, an individual's learning style is a way to concentrate on new
and difficult academic knowledge or skills, internalize and remember processes. Individuals have different
attitudes to learning because of differences in learning styles. Sims (1995) found that a person's learning
approach is a relatively stable indication of how they perceive, interact and respond to the learning environment.
One of the most important components in effective teaching is to understand and find out learning
styles and the role of learning styles in the teaching/learning process. According to Sarasin (1999), “… teaching
cannot be successful without knowledge of learning styles and a commitment to matching them with teaching
styles and strategies”. There is a relationship between occupational preferences and learning style type Utilizing
learning style theory in the classroom is claimed to be extremely beneficial at all educational levels for a variety
of reasons.
In a research carried out by Cheng and Banya (1998) with 140 male young learners at the Chinese
Military academy and Taiwanese teachers teaching at Taiwanese universities seven questionnaires were
completed. With the results of the surveys, it was determined that the Taiwanese military students did not have
significantly different preferences for any single learning style, whereas the teachers were found to be
significantly less visual and more auditory than the learners.
Tabanlıoğlu(2003) argues that auditory learners are good at arranging words in order, making
associations and reviewing them in order to facilitate their retrieval in terms of vocabulary learning. The results
in his study show that auditory learners know how to manipulate and achieve the target language efficiently.
Dunn and Dunn (1993) also believe that the individuals with low achievement tend to have poor
auditory memory. No matter how well they want to do in school, their inability to remember information
through lecture, discussion, or reading results in academic failure especially in traditional classroom
environment in which students mostly listen or read and teachers dominate.
In a study by Cohen and Wolvin (2011), story-listening is argued to be very important for auditory
learning. They emphasized the importance of stories for auditory learners and reported that the stories both
provide much more than entertainment and help us understand ourselves and the world around us. The study
states that stories are central to communication and trained story listeners are more cognitively focused.
Storytelling is important, but Cohen and Wolvin emphasize the need to refocus on story listening. Accordingly,
great potential for creating classroom education around the stories can be provided to improve the listening
skills of students and their general understanding skills.
Gardner (1999) argued in his study that auditory learning is particularly effective for auditory learners,
and school children have their own ways that are quite different. As long as disciplines can be presented to
students in various forms and learning can be achieved in various ways, they will be better served in educational
environment.
The individuals who learn by listening can learn this skill through life as a learning tool. Children begin
to listen to the voices in the womb of the mother and they listen to the voices in their surroundings after birth so
as to speak (Tompkins, 1998: 260. Fw. Akyol, 2010).
Karakuş (2002) found that one of the ways of making use of experience, acquiring and enhancing
knowledge is listening.
Mackay (1997: 9) notes that listening has opened up new horizons to human beings. Research shows
that one of the most important reasons for student failure is the lack of listening (Conaway, 1982, Fw. Yıldırım,
Doğanay and Türkoğlu, 2009: 99). Student-centred listening activities should be included in the schools, and
listening skills should be improved at an early age.
III. MATERIAL AND METHOD
The effects of Auditory Learning Strategy on Learning Skills of Language Learners (Students’ Views)
DOI: 10.9790/0837-2210070410 www.iosrjournals.org 7 | Page
3.1. Problem Statement and Purpose
The purpose of the study into the effects of Auditory Learning Strategy on Learning Skills of Language
Learners is to determine and evaluate the views of language learners in higher education in the cities of
Tekirdağ and Erzincan. In order to determine and compare the views of language learners over auditory
learning, we asked them two open ended questions How can you learn foreign language best in the classroom
environment?, and What kind of teaching or learning strategies does your foreign language teacher use and
implement in the classroom?
3.2. Methods and Research Design
A qualitative research method was used to determine and interpret language learners views on
Auditory Learning Strategy used in their courses. The reason why we prefer this method is that qualitative
research method is the best for researchers to interpret and make judgement about immeasurable data. We
carried out this research with the participation of fifteen language learners in Namık Kemal University in
Tekirdağ and Erzincan University in Erzincan. For this reason we relied on case study design for the purpose of
our enquiry.
3.3. Participants
We included eight students from Namık Kemal University and seven students from Erzincan
University in our study, who learn English, French and German as foreign language. We preferred an easy
accessible sample technique in the research. We obtained the data from fifteen language learners who admitted
to participate in the interview for the research. The participants were asked whether they were contented to
answer to the questions, and then we applied the tool. We coded the names of the learners with letters and
numbers.
3.4. Research Instrument
In our study, we used the tool with semi structured interview form to gather data from University
students. We asked two open ended questions to the participants. The questions were designed in accordance
with the Auditory Learning approach experienced by language learners in classroom environment.
3.5. Data analysis
Having obtained the data through the interview with the participants, we transferred and digitalized the
data into computer so as to create digital data. We used content analysis with the percentage and frequency
values. IV. FINDINGS AND DISCUSSION
(G. K. German Learner in N.K University) I find videos and sound presentations very useful
learning tools for me in classes. I like studying in groups and discuss the topic orally; I prefer taking oral
examinations to written ones… Our teacher often use player in the courses and I am always engaged in the
lecture in pleasure, as I am aware that I learn much in this way”
(M. M. T. and T.A, English Learners in Erzincan University) “… I prefer to learn information by listening
rather than writing. I always try to hear the things that I should learn. Reading and writing never contribute to
my learning because I don’t like to learn in this way… some of my teachers prefer to make us write the text but I
hate doing so.
From the statement of the students, the learning style of the learner is much more important than the
teaching style of the teacher. The target of the course is to teach the learners effectively, so it is important for the
teachers to find out the learning styles of the learners and to give the lectures in relevant to the learning styles of
the the learners. This is very significant in language courses.
(T.N. French Learner in N.K University) “… I like listening stories and plays in foreign language. I find
Learning with Drama to be very useful for me to learn vocabulary and their pronunciation efficiently. I try to
keep the statements of the songs because I like music and it promotes my vocabulary capacity. In this way I can
learn many words in foreign language…”.
From the statements of the students, we determine that the learners have learnt language effectively
with stories and auditory style. A lot of authors argue that drama and story-listening enhance the rate of learning
language. In the study by Mazı (2008), it was found that the difference between the pretest-post test scores was
significant in terms of listening and reading comprehension skills of the students in experimental group in which
thinking activities through stories were used.
It is inevitable to exercise through the most common and familiar words because the words that are
common in any language are the ones that are used continuously (İlhan and Tutkun, 2016). Almost every
language has a verb in every sentence. Initially, the most commonly used verbs should be learnt. As these verbs
are often used in almost all the stories of Teaching Proficiency through Reading and Storytelling (TPRS), this
method can easily be used to practice in language classes (Ray and Seely, 2012:33).
Oral communication involves two basic skills which are speaking and listening. Both are inseparable
part of each other. Speaking cannot exist without listening, which means that it is not possible for the
The effects of Auditory Learning Strategy on Learning Skills of Language Learners (Students’ Views)
DOI: 10.9790/0837-2210070410 www.iosrjournals.org 8 | Page
individuals with poor listening skill to speak well (Yalçın, 2006: 123). According to Çifçi (2001), it is
impossible to think training of listening separate from that of speaking both in formal education and in
traditional education.
According to cognitive theories, it is necessary for an individual to be mentally active in order for the
learning to occur, to select the stimuli presented to him and to make it meaningful and give the appropriate
response to it. This is applied through "information processing theory" and "processing level theory"
(Cüceloğlu, 1994, Arı et al., 1999, Fidan and Erden, 2001, Tosun, 2002, Selçuk, 2004, Erden and Akman,
2005). Information processing theory and processing level theory are the concepts of brain-based learning
(Kayalar and Güler Arı, 2016). Using stories and drama in teaching language is of great importance in terms of
brain-based learning. In order to improve students’ listening skills and overall comprehension, classroom
instruction is always built around stories.
(C.K. English Learner in Erzincan University) “… I feel comfortable in quiet environment for studying. I can
learn easily if subjects are read and dictated aloud, so I like participate in seminars and panels. I enjoy reading
with my sound in such a way that I can hear myself. I always listen to music while studying… my language
teacher does her best to create an classroom environment for the ones like me , she uses auditory devices such
as projection, computer, mp3 and video so that we can listen the instructions and learn what she tries to.. ”.
From the statements above, we can conclude that the teacher should provide quiet environment for auditory
learners in the classroom for teaching to be a success. The learners can easily learn the subjects that are read
aloud while being repeated. Participation in panels and seminars should be provided because they are presented
aloud, which is a good chance for them to learn. As they like studying with their sound, they should be allowed
to read with a sound that their own ear can hear. Workgroups can be created to facilitate learning or a co-worker
can be found, as they can find a good ambiance with their school-mates through collaborative learning. The
material to be learned can be transformed into singing and loud using a CD-MP3 player-like device. They can
record their readings with a device to create their own voice recordings, in this way they can listen to them later
with their sounds.
(M.A.K. German learner in N.K. University) “….I have a very talkative personality, so I like speaking more
than writing and reading in my language courses. I can comprehend the texts better if the teacher reads it aloud
or it is read by a player. I hate reading or studying in a quiet way. I can keep things in my mind if I have learnt
them hearing with my ears. I always think aloud. I want no voice in the study-environment to be able to
concentrate on what to learn… We get language courses in a crowded classroom and there are students with
different learning styles, for this reason, our language teachers teach language with their own teaching styles. I
find some courses to be suitable for my learning style, and I can learn all the instructions in those courses, but
the other courses are not so beneficial to me….”
As the most important feature of auditory learners is their early speech skill and vocabulary capacity, they are
very talkative in all environments. Compared to their age, they can make more comprehensive sentences and
usually speak better than those with other learning styles. From the statements, we can infer that they are
sensitive to sound and music and they memorize the songs fast and easily are the auditory children. As they are
good at memorizing songs, they can easily build up long statements in language. They want no voice to be able
to concentrate on instructions. The noise makes them uncomfortable in classroom environment, so they like
quite environment, but they shouldn’t be forced to read quietly at classroom; on the contrary they should be able
to read the texts in a loud voice. For their learning, it is important that they hear what they learn, as they have
difficulty in recognizing what their ears have not heard. As they like chatting, they are pleased to work in group.
Collaborative learning in groups develops oral communication skills of the language learners, thus creating an
environment of active, involved and exploratory learning (Güler Arı, 2016). They can learn well as there are a
lot of speaking and listening opportunities in group works.
V. CONCLUSIONS
From the statements of the language learners we can conclude that they should study in groups and talk
things out, get a small tape recorder or smartphone in the classroom to record lectures and study groups. They
should reduce lecture and course notes and put them on tape to keep them in mind later. Rather than writing
down the texts, they should read the texts out loud or get them into recorder.
Auditory learners enjoy listening, for this reason, they should listen to text tapes while driving, resting
or entertaining. So as to keep in mind and fast analyse, they should read questions and work out problems aloud.
The learners should learn a sequence of steps, write them out in sentences, and then read them aloud.
They explain ideas to other people, and recite them at times. They should discuss their ideas verbally whenever
possible The teachers should make them sit in the front desks of the classroom, as the students in front seats are
active during course and they like participating in class discussions and debates. The teachers allow them to
The effects of Auditory Learning Strategy on Learning Skills of Language Learners (Students’ Views)
DOI: 10.9790/0837-2210070410 www.iosrjournals.org 9 | Page
make speeches and presentations, to use verbal analogies and storytelling to demonstrate their point, to read
explanations out loud. The teachers should create chances of musical pieces to aid memorization.
Teachers of pupils who learn best using auditory techniques should give oral feedback to their students,
rather than a written report. Of course, they may also want the information to be documented as proof of what
was said, but the student in question is likely to take more information on board if it is said to them directly in
addition to this.
It is vital that the diversity of the learning style of the students be determined in teaching process.
Language teachers must appreciate the differences in learning style in their teaching practice. Students need to
be taught in a balanced way in relevant to their range of learning style. A particular teaching approach cannot be
applied to everyone in a class. Various tasks or activities and teaching approaches should be integrated and
implemented to satisfy all students in the class and produce better teaching results.
Debates and discussions are another effective way of retaining information about a topic, and prove to
be particularly useful when an exam or essay demands learners to state their own views on a matter. Videos and
flashcards are also handy, as is participating in a role play. So these tools should be made ready in classroom
environment.
(This paper was presented at IAC-GETL in Vienna 2016, not published anywhere)
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Filiz KAYALAR. “The effects of Auditory Learning Strategy on Learning Skills of Language
Learners (Students’ Views).” IOSR Journal Of Humanities And Social Science (IOSR-JHSS) ,
vol. 22, no. 10, 2017, pp. 0410.
... The use of auditory aids in the teachinglearning process has multifarious values (Mohanty,2001). Auditory learning style enables auditory learners to learn best by hearing or through verbal communication. Auditory learners are good at remembering what they hear as they learn information through auditory representation (Kayalar, Filiz & Kayalar, Fethi. 2017). It gives chance to speakers to make a more professional and consistent presentation. The teaching profession is filled with countless opportunities to enrich the academic lives of students, while some concepts and educational objectives will be easy for students to grasp, others will require you to think creatively to ensure that impor ...
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This qualitative research study investigates the experiences of Grade 12 STEM students in inquiry-based learning in physics at a private high school in Central Mindanao. The study aims to understand the challenges and benefits of this teaching approach, considering factors such as gender, academic performance, and prior exposure to inquiry-based learning (IBL). The study involved ten students who were selected through purposive sampling. The data were collected through one-on-one interviews. The findings reveal that the most challenging experience students faced in inquiry-based learning are problem-solving, lecture and laboratory activities, and theoretical concepts. Meanwhile, the benefits of IBL include collaborative learning, interactive discussions, and enhanced interest in learning. Most students preferred hands-on learning, while few preferred auditory and visual learning. The study suggests that development in IBL can be made based on students' challenges and learning styles, and the benefits that they can get from the approach in a supportive learning environment .
... As many as 21% of students were identified as a group with the Auditory learning type. According to (Kayalar, 2017), the characteristics of Auditory learners are getting information by listening and preferring to listen rather than reading or writing. Auditory learners have difficulty communicating through body language and facial expressions. ...
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The implementation of high-quality learning is something teachers must ensure. Consequently, teachers need to be able to design engaging learning procedures that draw students' attention to the subjects they are teaching. Understanding a student's preferred learning style is one of the necessary teachers. People with learning styles closely tied to their environments and personalities are adjusted. The process of receiving knowledge will be improved by defining the learning material to the learner's preferred learning style. One of the most used diagnostic tools for determining learning type is the VARK model. The visual, Auditory, Read/Write, and kinesthetic learning styles are divided into four divisions in the VARK paradigm. This research aims to identify the dominant learning style among science students. A qualitative descriptive methodology used one hundred junior high school students as research participants. Diagnostic exams and interviews were the tools used. Data analysis was carried out qualitatively by reducing data, presenting data, and making conclusions. According to the findings, 35% of students are kinesthetic learners, with 30% being visual, 21% being Auditory, and 14%t being Read/Write. Identifying learning tools, such as choosing learning models, creating and choosing materials, and learning media and assessment approaches that are more effective in accordance with student learning styles, can be done by developing one's understanding of learning styles.
... Furthermore, it added that language skills of the learners are very essential (Gorjestani, 2004). They explained that communal stages, individual characteristics and educational setting of the learner matters most in the teaching-learning process in the duration of a particular subject (Kayalar, 2017). Generally, it further revealed that the incorporation of pupils' native language or L1 in the learning of English as a foreign language cannot benefit in attaining their culture or educational goalmouths (Valencia, 2018). ...
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The practice of mother tongue in teaching kindergarten and primary levels are of great help to strengthen the foundation of early years of education in improving pupils’ basic learning skills. It is designed to implement learner-centered education from the beginning of the education ladder and this is apparent in a rising number of educational programs that utilize this approach. As such, little is known about how a national policy for MTB-MLE can be disseminated into contextualized local schools. To capture the breadth of conceptual and implementation issues, purposive sampling was used in this study to determine the teachers, tribal parents, and leader perspectives. Focus group discussion was done using transcript-based analysis to gather first-hand information. Findings derived and identified four main themes, namely (1) teachers’ unpreparedness of MTB-MLE implementation, (2) teachers’ difficulty in delivering MTB-MLE, (3) fear of Manobo Language endangerment, and (4) inadequacy of contextualized and indigenized IMs. Hence, it is commended that these issues must be addressed efficiently to shift the perspective of the teachers in using the Manobo Language in their school. The implementation needs better encouragement, support, and motivation for the teachers to embrace the challenges brought by MTB-MLE with an optimistic perspective to address certain gaps in its implementation.
... In the paper (Özdemir, 2018) the study was carried out only with the participation of 40 respondents. In the paper (Kayalar, 2017), the study was carried out only with the participation of 15 university students. And, in the paper (Pavlova, 2016) there were 48 respondents only. ...
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This research emphasizes the overlooked importance of educational resources in Arabic language teaching for non-native speakers. It highlights the risks of choosing resources that do not align with students' preferences; the psychological impact of instructional materials on students' learning experiences is underscored by a call for building resources on psychological foundations for maximum effectiveness. The research employs a quantitative methodology. The survey, consisting of quantitative and qualitative questions, is administered to education practitioners and specialists. The study follows a descriptive method of data collection and analysis, emphasizing the quantitative aspects of the survey while also including qualitative insights from participants. Results have demonstrated the positive influence of educational materials on student performance. However, the psychological impact requires further investigation in teaching Arabic to non-native speaker.
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This research emphasizes the overlooked importance of educational resources in Arabic language teaching for non-native speakers. It highlights the risks of choosing resources that do not align with students' preferences; the psychological impact of instructional materials on students' learning experiences is underscored by a call for building resources on psychological foundations for maximum effectiveness. The research employs a quantitative methodology. The survey, consisting of quantitative and qualitative questions, is administered to education practitioners and specialists. The study follows a descriptive method of data collection and analysis, emphasizing the quantitative aspects of the survey while also including qualitative insights from participants. Results have demonstrated the positive influence of educational materials on student performance. However, the psychological impact requires further investigation in teaching Arabic to non-native speaker
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The educational process undergoes continuous evolution each year. These methods and tools have yielded positive outcomes, complementing the modern teaching practices being implemented in post-war Kosovo. It is noteworthy that our country has dedicated special attention to the field of education, actively seeking the best teaching methods that effectively bridge theory and practice. Consequently, the purpose of this research is to analyze the influence of auditory tools on the recognition of new vocabulary during English language classes. Additionally, this paper sheds light on the impact of auditory tools in motivating students to enhance their English vocabulary. This small-scale research employed both qualitative and quantitative methods. The qualitative approach involved ten English language teachers, while the quantitative method encompassed one hundred students. The Likert scale was utilized, consisting of ten questions, to gather responses from fifth-grade students. The researcher aimed to include both high and low English proficiency students to obtain a comprehensive understanding of the results regarding the use of auditory tools for English vocabulary acquisition. In conclusion, the final results indicate that English teachers utilize auditory tools to teach English vocabulary to a certain extent, highlighting the need for increased investment in supplying the targeted schools with such tools.
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Improving the quality, developing and implementing systems that can provide advantages to students, and predicting students’ success during the term, at the end of the term, or in the future are some of the primary aims of education. Due to its unique ability to create relationships and obtain accurate results, artificial intelligence and machine learning are tools used in this field to achieve the expected goals. However, the diversity of studies and the differences in their content create confusion and reduce their ability to pioneer future studies. In this study, we performed a systematic literature review of student performance prediction studies in three different databases between 2010 and 2020. The results are presented as percentages by categorizing them as either model, dataset, validation, evaluation, or aims. The common points and differences in the studies are determined, and critical gaps and possible remedies are presented. The results and identified gaps could be eliminated with standardized evaluation and validation strategies. It is determined that student performance prediction studies should be more frequently focused on deep learning models in the future. Finally, the problems that can be solved using a global dataset created by a global education information consortium, as well as its advantages, are presented.
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While most teachers are skilled in providing opportunities for the progression of children’s learning, it is sometimes without fully understanding the theory behind it. With greater insight into what is currently known about the processes of learning and about individual learners, teachers are better equipped to provide experiences and situations that are more likely to lead to effective acquisition of knowledge, concepts and skills. Ways of Learning has been widely used and now, fully updated, it seeks to provide further insight into the ways in which learning takes place, which teachers can make use of in their planning and teaching, including: an overview of learning behaviourism and the beginning of theory cognitive and constructivist learning multiple intelligences and learning styles difficulties with learning the influence of neuropsychology other theories, philosophies and names relating theory to practice. The fourth edition of this book includes developments in areas covered in the preceding editions, as well as expanding on certain topics to bring about a wider perspective; most notably, a new consideration of learning styles and a new chapter detailing important thinkers and writers from the history of education and their continuing influence along with other theories, ideas and thoughts not included in the rest of the book. The book also reflects changes in government policy and is closely related to new developments in practice. Written for trainee teachers, serving teachers and others interested in learning for various reasons, Ways of Learning serves as a valuable introduction for students setting out on higher degree work who are in need of an introduction to the topic.
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Research on the Dunn and Dunn Learning Styles Model has been conducted at more than 60 institutions of higher education and at every academic and grade level. Explanations of the 21 elements of the model and beginning steps for practitioners are provided in this article to encourage initial experimentation with some of its variables.
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Discusses learning style theories and shows how being aware of learning styles can benefit both teachers and students. A case study at the University of Louisiana indicated a prevalence of auditory learners. Despite this finding, educators must be prepared to accommodate all learning styles. The research concludes with a summary of teaching strategies applicable to a broad range of students. AEF)
Yeni Programa Uygun Türkçe Öğretim Yöntemleri (3. baskı) Ankara: Pegem Akademi Yayıncılık
  • H Akyol
Akyol, H. (2010). Yeni Programa Uygun Türkçe Öğretim Yöntemleri (3. baskı). Ankara: Pegem Akademi Yayıncılık. [2]
Gelişim ve öğrenme psikolojisi
  • R Arı
  • Ö Üre
  • H Yılmaz
Arı, R.,Üre, Ö. & Yılmaz, H. (1999). Gelişim ve öğrenme psikolojisi. Konya: Mikro Yayınları.