Applying the personalization principle of multimedia learning theory in second language listening classes

Yeşildağ, Ceren
Sadık, Olgun
Earlier works in various contexts investigated the effectiveness of the personalization principle of Multimedia Learning Theory (MLT). According to MLT, better learning outcomes can be achieved when instructional material is delivered through a conversational speaking style rather than a formal style. However, no conclusion has been drawn on the issue that the personalization principle is effective in every condition. This study investigated whether the personalization principle has any effect on second language listening performance and aimed to explore students’ perceptions towards the conversational style. The study was conducted in a Turkish EFL context with 40 preparatory school college students by providing them multimedia presentations either in a conversational or formal style for four weeks. As for student perceptions towards the conversational style, a questionnaire and a semi-structured interview were applied. The findings of the study showed that there is no significant difference between the styles on second language listening achievement. However, most of the students expressed their positive opinions and feelings towards their experience with the conversational style and found it friendly and authentic. Delivering the content through multimedia increased the authenticity and interactivity feature of the materials and made learners engaged. However, educators should be aware of cultural varieties and different perceptions while developing instructional materials to address various learner needs and preferences.
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi


Using documentation as a teaching tool in Turkish early childhood programmes
Yılmaz, Arif; Şahin, Figen; Buldu, Mehmet; Ülker Erdem, Ayça; Buldu, Elif; Ünal, Hazal Begüm (null; 2015-10-07)
This study examined the contribution of pedagogical documentation as a teaching tool to the practices of ECE teachers as well as the support mechanisms for- and challenges in using it.The use of pedagogical documentation as a teaching/learning tool is well documented in the literature, however, only a few studies (Aghayan et al., 2005; Buldu, 2010; Emilson & Samuelsson, 2014; Goldhaber & Smith, 1997; MacDonald, 2007) examined the contribution of it to early childhood teaching. The process pedagogical docume...
An Eye Tracking Analysis of Conversational Violations in Dyadic and Collaborative Interaction
Cagiltay, Bengisu; Acartürk, Cengiz (2022-01-01)
Linguistic principles are crucial in maintaining reliable and transparent communication for dyadic interactions. However, violating these principles might result in unwieldy and problematic communications. We use gaze as a medium to explore how visual attention and task performance changes when conversational violations occur. We conducted an eye-tracking study (N = 17) measuring changes in visual patterns in response to social communication errors, specifically Grice's Maxims violations. Our study investig...
Abstract investigating seventh grade students’ metacognitive processes during and after collaborative learning: a multimethod study in science center context
Türkmen, Gamze; Yıldırım, Zahide; Department of Computer Education and Instructional Technology (2020-9)
Metacognition is a fuzzy term and needs deeper investigation in different learning context to inform the psychological learning theories and instructional design practices. Science centers among the world provide life-long learning environments for the citizens. As they become widespread, the constant need to understand cyclical educational and organizational practices to inform instructional design practices under the lens of theoretical perspectives have become one of the primary issues t...
Evaluating working memory capacity and cognitive load in learning from goal based scenario centered 3D multimedia
Kilic, Eylem; Yıldırım, Zahide (2010-02-08)
The purpose of this study is to investigate working memory capacity and cognitive load in learning from Goal Based Scenario centered 3D multimedia learning environment (GBSc3DM) designed based on Cognitive Load Theory (CLT). GBSc3DM was developed in two versions. In the designed of the first version (+CLT) cognitive load principles were applied. In the second version (-CLT), however, the principles were violated. 47 11(th) grade high school students were selected based on their working memory capacity (WMC)...
The nature and development of interaction among components of pedagogical content knowledge in practicum
Aydın, Sevgi; Demirdogen, Betul; Akın Çelebi, Fatma; Kondakçı, Esen; Tarkin, Aysegul (2015-02-01)
This secondary analysis study focused on how interactions among preservice teachers' pedagogical content knowledge (PCK) components developed throughout a 14-week CoRe-based mentoringenriched practicum course, and the nature of those interactions. Data were collected from three preservice teachers, information-rich cases, by the use of content representation (CoRe) and semi-structured interviews. Content analysis and the constant comparative method were employed in the data analysis. Results revealed that t...
Citation Formats
C. Yeşildağ and O. Sadık, “Applying the personalization principle of multimedia learning theory in second language listening classes,” Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, vol. 22, no. 2, pp. 1036–1070, 2021, Accessed: 00, 2022. [Online]. Available: