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A parallel design was adopted, with quantitative listening comprehension data collected via a researcher-developed Listening Comprehension Test and qualitative data gathered through student and teacher diaries and semi-structured interviews. Results indicate that digital materials enhance understanding, attention, and motivation, supporting listening-skill development.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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STUDENTS  \nBurcu GEZER, Hüseyin ANILAN  \nAbstract: The purpose of the research is to reveal the effect of digital materials on the listening comprehension levels of second grade elementary school students. The study sample consisted of  \n50 second grade students in a elementary school located in Eskisehir. During the 8-weeks intervention period, Turkish lessons were performed with digital materials in the experimental group. In the control group, Turkish lessons were conducted without using digital materials. In the research, parallel design is used. Quantitative datas were obtained by Listening Comprehension Test developed by the researcher. Qualitative datas were obtained by the diaries of students and researcher, the semi-structured interviews of students and teacher. In this study, it was concluded that digital materials positively affect students' understanding of what they listened to, and increased their attention and motivation. In this context, it was determined that using digital materials can have positive contributions for developing listening skills.  \nKey words: Primary school; Listening skill; Digital materials; Listening comprehension; Second grade  \n1. Introduction  \nListening is a complex process in which sounds and speech are interpreted in mind. This process consists of hearing, attention intensification and interpretation stages. Listening is different from hearing, it requires mental processes such as attention, concentration and interpretation. Therefore, listening is a purposeful mental activity (MEB 2005) . Listening begins in the womb before birth. Other language skills are acquired after birth. Since listening skill is an innate skill, it is not taken into consideration as much as other language skills. Yet skills do not develop spontaneously and without any effort; training is required to develop each skill (Dogan 2009) . Therefore, training studies should be carried out for the development of listening skill. Funk & Funk (1989) stated that most of the teachers believe that listening naturally improves and they do not need to teach listening. The relevant literature clearly shows that listening skills can and should be taught (Funk & Funk 1989) . Listening should be considered as a learnable and teachable language skill (Celenk 1999) . Early listening education is the way to raise good listeners who can set goals for listening, listen carefully and reach a result from what they listen to (Bulut 2013) . Researchers argue that students should be given regular listening training and this training will be very useful for the individual (Funk & Funk 1989) .  \nLessons to improve listening skill are usually carried out through reading the listening text by the teacher or with a relevant audio material (CD, cassette, etc.) . However the listener tries to grasp the meaning of what they hear in any conversation with their eyes and ears. Listening is a reaction to visual and auditory effects (Ergin & Birol 2000) . Students can learn better in learning environments where pictures and words are presented together, compared to learning environments consisting only of words (Mayer 2001). Adding visual elements to the narrative increases the recall of what is narrated from 14% to 38%(Pike 1989, as cited in Bilen 2010). Using sight and hearing together makes learning more permanent. Using audio-visual materials in lessons makes learning easier. The use of visuals in listening education enables students to learn easier and better (Winn 1988) . Recent research  \nemphasized that teachers should design meaningful activities to encourage active learning and increase students’ interest and motivation (Pintrich & Schunk 2002; Svinicki 2004; Chang 2005, as cited in Yang & Wu 2012) . The bringing of a video projector into the classroom increases both the interest of the student and provides a better presentation for the teachers ","cbCaiekOIKx6S0w6","https://ap.wps.com/l/cbCaiekOIKx6S0w6","pdf",474271,15,"English","# Introduction\n## Listening as a purposeful mental activity\n## Technology and audio-visual learning materials\n## Digital materials in listening education","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To reveal the effect of digital materials on the listening comprehension levels of second grade elementary students.\"},{\"question\":\"How were the experimental and control groups taught?\",\"answer\":\"The experimental group received Turkish lessons with digital materials, while the control group received Turkish lessons without using digital materials during the 8-week intervention.\"},{\"question\":\"What data collection methods were used?\",\"answer\":\"Quantitative data came from a Listening Comprehension Test developed by the researcher, and qualitative data came from student and researcher diaries plus semi-structured interviews with students and the teacher.\"}]","THE EFFECT OF DIGITAL MATERIALS ON LISTENING COMPREHENSION LEVELS OF SECOND GRADE ELEMENTARY STUDENTS | PDF",1792064657,38]