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Abstract


USİNG ARCS-V MODEL İN FOREİGN LANGUAGE EDUCATİON PRESERVİCE TEACHERS’ PODCAST DESİGN: SELECTİONS OF MOTİVATİONAL TACTİCS
In the literature, different models and theories for educational materials design have been developed to fulfill learners’ motivational needs. The ARCS-V Model comprised of Attention, Relevance, Confidence, Satisfaction, and Volition establishes a theoretical framework for the design process based on motivation. The aim of the study is to explore motivational tactics and why these tactics based on ARCS-V Model for the podcast design were chosen by preservice teachers’ (n=40) from the department of Foreign Language Education. The qualitative case study design was used, and the data was gathered through open-ended questionnaire (n=40), semi-structured interviews (n=6), and podcast records. The data was analyzed using content analysis method and descriptive statistics and presented with frequency distributions and excerpts highlighting themes obtained from podcasts and interviews. According to the study results, different types and structures of motivational tactics for all categories in the model were used by preservice teachers in their podcast design. Scenario contents, features of colloquial language, examples of tools, applications, approaches, and dialogues in podcasts were the most preferred motivational tactics. In the light of the results, the suggestions for further studies were made regarding the podcasting, the process of design, development, and evaluation of the podcasts.In subsequent studies, researchers may focus on design-based research designs and evaluation studies on the effectiveness of experimental studies in terms of development, publishing and language teaching, not just the podcast design process.

Keywords
ARCS-V Model, podcast, podcast design, motivation, motivational


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