Web 2.0 Destekli Arcs Uygulanan Öğretim Tasarımının Öğrencilerin Dinlediklerini Anlamalarına ve Motivasyonlarına Etkisi

Abstract

The purpose of this research is to investigate the effects of Web 2.0 assisted ARCS Motivational Model implemented instructional design on English learners’ listening and motivation grades. The research is conducted with the pretest-posttest control group quasi experimental design. 30 students learning English at TOBB ETU participated in the research carried out in the academic year 2017-2018. The instruction for the experiment group (n=13) is designed with Web 2.0 assisted ARCS Motivational Model, and the instruction for the control group (n=17) is carried on in accordance with the principles of instructional design of the Department of Foreign Languages of TOBB ETU. In the research, the data for the listening grades are obtained with the listening test developed by the researcher and the data for the motivation grades are obtained with the Instructional Materials Motivation Survey. The One Factor Covariance Analysis is used to analyze the data. The results of the first hypothesis of the research indicate the listening test pretest grades of the experiment group are not higher when the listening test pretest grades are controlled. In terms of the second hypothesis, it is found that the experiment group’s posttest grades are higher when Instructional Materials Motivation Survey pretest grades are controlled. Hence, the first hypothesis has been rejected while the second hypothesis has been accepted. In the light of these findings, it can be concluded that the instructional design with Web 2.0 assisted ARCS Motivational Model doesn’t increase students’ listening grades; however, the design increases the students’ motivation grades.