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An exploratory sequential mixed-method design is adopted: semi-experimental pre-test and post-test with a control group for the quantitative phase, and a phenomenological approach for the qualitative phase. Sixty students participate, split evenly into control and experimental groups. Listening Achievement Test and Listening Attitudes Scale measure outcomes, while student interviews provide qualitative evidence through content analysis. Results show improved listening skills and positive attitude changes, with students reporting enjoyment and better comprehension.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effect-of-audiobook-applications-on-listening-skills-and-attitudes-of-6th-grade-students-a-mixed-method-study/596257/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effect-of-audiobook-applications-on-listening-skills-and-attitudes-of-6th-grade-students-a-mixed-method-study/596257.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about audiobook applications?","Question",{"text":112,"@type":113},"The study examines how audiobook applications affect 6th-grade students’ listening skills and their attitudes toward listening.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research design structured?",{"text":117,"@type":113},"It uses an exploratory sequential mixed-method design: a quantitative semi-experimental pre-test/post-test with a control group, followed by a qualitative phenomenological component.",{"name":119,"@type":110,"acceptedAnswer":120},"What instruments were used to collect quantitative and qualitative data?",{"text":121,"@type":113},"Quantitative data were collected using the Listening Achievement Test and Listening Attitudes Scale, while qualitative data came from semi-structured interviews analyzed via content analysis.",{"name":123,"@type":110,"acceptedAnswer":124},"What results were found from the audiobook intervention?",{"text":125,"@type":113},"Audiobook use improved experimental students’ listening skills and positively influenced their listening attitudes, and interviews indicated enjoyment, increased desire to listen, and better comprehension.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},596257,1792161479,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Effect of Audiobook Applications on Listening Skills and Attitudes of 6th Grade Students: A Mixed-Method Study  \nErkan Aydın*and Muhammed Tunagür**  \nAbstract  \nThe present research aims to determine the of audiobook applications on the listening skills and attitudes of 6th-grade native Turkish language speaker students. In the study, the exploratory sequential design, a mixed research method, was employed. Thus, the quantitative dimension of the study was conducted with the semi-experimental pre-test and post-test design with the control group, while the phenomenological design was employed in the qualitative dimension. The study group included 60 6th grade students, 30 of which were assigned to the control group and 30 were assigned to the experimental group. The quantitative study data were collected with \"Listening Achievement Test\" developed by Yaşlık (2019) and the \"Listening Attitudes Scale\" developed by Karakuş, Tayşi, and Özbay (2016), while the qualitative data were collected with a semi-structured interview form developed by the authors. Independent groups t-test was employed in quantitative data analysis and qualitative data analysis was conducted with content analysis. The study findings demonstrated audiobook application improved the listening skills of experimental group students and positively affected their attitudes towards listening. Furthermore, the interviews conducted with the students revealed that they liked the audiobook, listening to the application, the application led to a desire to listen more among students, they comprehended better after listening, and it was an enjoyable activity.  \nKeywords: Listening, Success, Attitude, Audiobook  \n*Aksaray University, Turkey. Email: [erkanaydin@gmail.com](erkanaydin@gmail.com)  \n**MuşAlparslan University, [Turkey. Email: mutunagur@hotmail.com](Turkey. Email: mutunagur@hotmail.com)  \nIntroduction  \nThe listening skills of an individual start to develop before birth, while speech is a postnatal skill. Effective listening skills and education, the most significant factors in the professional and social lives of an individual should be prioritized. The development of listening, speaking, reading, and writing skills that are the foundations of native language education has recently been conducted with new methods and techniques (participatory listening, non-participatory listening, note-taking while listening, emphatic listening, creative listening, selective listening, and critical listening) . Based on novel technological advances, listening skills education has employed these methods and techniques as well.  \nListening skill starts to develop during the fetal stage, continues throughout life and constitutes a basis for other skills (Kardaş & Harre, 2015) . Özbay (2005) described listening as the comprehension of auditory inputs and an instantaneous attitude to perceive the things an individual hears, while Gürgen (2008) described it as an activity that entails the comprehension of spoken or read content and an ability to respond to these stimuli. Thus, it could be suggested that listening is a skill that occurs when the listener pays attention to a heard word and associates this word with a meaning.  \nListening skill is among the skills that constitute the basis of information exchange in daily life (Tyagi, 2013) . Listening skill is not only employed at school but in all areas of life. Thus, students are expected to develop listening skills, and various entertaining listening activities, methods, and tools should be developed to facilitate the acquisition of listening skills through extracurricular activities. The most important indicator of adequate listening skills is accurate comprehension (Melanlanoğlu, 2013) . Thus, popular tools such as smartphones, tablets, and computers should be employed to improve the diversity and quality of education and instruction (Ergüney, 2017)  \nOne of the techniques that aim to develop the comprehension, listening, and readin","cbCaiblc3DG3HDDF","https://ap.wps.com/l/cbCaiblc3DG3HDDF","pdf",456018,21,"English","# Abstract\n# Introduction\n## Listening skill development and concepts\n## Audiobooks and their educational use\n## Educational advantages and integration","[{\"question\":\"What does the study investigate about audiobook applications?\",\"answer\":\"The study examines how audiobook applications affect 6th-grade students’ listening skills and their attitudes toward listening.\"},{\"question\":\"How was the research design structured?\",\"answer\":\"It uses an exploratory sequential mixed-method design: a quantitative semi-experimental pre-test/post-test with a control group, followed by a qualitative phenomenological component.\"},{\"question\":\"What instruments were used to collect quantitative and qualitative data?\",\"answer\":\"Quantitative data were collected using the Listening Achievement Test and Listening Attitudes Scale, while qualitative data came from semi-structured interviews analyzed via content analysis.\"},{\"question\":\"What results were found from the audiobook intervention?\",\"answer\":\"Audiobook use improved experimental students’ listening skills and positively influenced their listening attitudes, and interviews indicated enjoyment, increased desire to listen, and better comprehension.\"}]","Effect of Audiobook Applications on Listening Skills and Attitudes of 6th Grade Students - A Mixed-Method Study | PDF",1792082739,53]