Bertan Akyol, Bilge Sevim Okuyan, Erhan Coskun
2.3. Data Collection and Analysis
2.2. Sampling
The sample of the study was drawn from Adnan Menderes University, Davutlar Vocational School. Five students were selected by means of convenience sampling method from the three main programs, namely Culinary Arts, Catering Services, Tourism and Hotel Management. The participants were both first year and second year students. The participants in their first year of study take English Speaking Skills classes. The ones in their second year of study take English for Occupational Purposes classes.
Culinary Arts students do not take any English classes during their first year of study; therefore, they are not included in the study.
2.3. Data Collection and Analysis
The data were collected, after the implementation and during the evaluation step, through semi-structured interviews. The interview questions were prepared by the researchers. They were reviewed by three specialists and revised in accordance with specialists’ comments. The final version of the interview form contained five questions. The researchers sought voluntary participation and each participant was given a code for the confidentiality of their answers. The data were analyzed by means of content analysis method. The answers were directly quoted in the “Findings” section.
3. Findings
The multimedia in Davutlar Vocational School English classroom were put into use from October 2017 until the end of December 2017. Five participants, who had taken English Speaking Skills and English for Occupational Purposes classes in this classroom, were interviewed about the effects of the multimedia and the new seating arrangement on permanent learning and motivation.
The first interview question asked the level of participants’ proficiency in English language skills (writing, speaking, listening, reading). Four participants stated that their English proficiency level was pre-intermediate (A2), whereas one participant stated that it was intermediate (B1). All the participants stated that they had minor problems about their receptive skills (reading and listening). However, they found their productive skills (writing and speaking) poor. Some answers are presented below:
K1: “Not very good. Maybe pre-intermediate. I can understand English, but I can’t speak the language.”
K2: “My English speaking skills are not very good, as I started studying the subject of tourism last year.
I don’t have much experience. I watch some movies and series in English. This has improved my reading and listening. I can’t speak because I haven’t practiced enough.”
K3: “...good listening skills, but I have serious problems with speaking. I take the English classes very seriously as I think they will help with my studies and career. Writing is not too bad. I believe it will be better.”
The second question asked whether the multimedia and other visual material, such as the posters, were adequate for their language learning needs. All the participants found the computer, projector, and loudspeakers adequate in terms of enriching their learning environment. Two participants suggested that the number of visual material could be increased. One participant added that student projects could also be displayed along the posters. Some of the answers are as follows:
K1: “Seeing slides on the board is fun. I understand better when I see things.”
K2: “There should be more posters. I’m not sure about the audio equipment. It all comes down to individual effort. The facilities can be increased in number.”
K3: “I think they are adequate. Could they be improved? Yes. The classes should be interesting. For example, we can put name stickers on classroom objects.”
K4: “Because English is all about hearing, it is good for us to have loudspeakers. They are necessary for speaking activities.”
K5: “Visuals are adequate. I remember things better. There could be a large bulletin board on the wall for student projects. We must make something. It is better when we hear the language.”
The third question of the interview was about the new seating arrangement. One part of the project was to dismantle the desks which had been fixed to the ground. Our purpose was to provide the students with more mobility so that they could move their chairs around for group activities. Three participants stated that moving the chairs around and working with peers increased student cooperation.
K1: “Each student can express their ideas. Everybody sees the whole classroom and share ideas. With fixed desks, the front of the classroom was separated from the back. That was not good. People were disconnected.”
K4: “I definitely believe it is better compared to the fixed desks. This lesson requires dialogue. With the fixed desks, we could talk only to the person next to us. When I was sitting at the front, I couldn’t talk to the ones at the back. I like it better when we are face to face.”
K5: “Participation increases. Students mingle and socialize. They share.”
Participants also evaluated the tablet arm chairs in terms of classroom management. Three participants stated that the new seating arrangement helped the instructor with the classroom management. However, two participants cautioned the researchers against over-socialization among the students. They stated that close friends should not be seated together.
K1: “When chairs are mobile, the students begin to disperse. A pre-arranged seating chart would help.
We should sit away from our good friends. Otherwise we become distracted.”
K2: “With the fixed desks, sometimes our teacher walked along the rows and we were chatting when she was not looking. That was a major student problem created again by the students. Now we sit in a U-shaped arrangement and the teacher has more control over the class. As we all have separate chairs now, we create our own private zone and get distracted less.”
K3: “I find the new seats good. You have to listen to the conversations now. You cannot hide at the back.
When I hide, I become distracted and demotivated. The U-shaped seating makes me focus on the teacher.”
K5: “These chairs motivate me. Close friends should not sit together. When we sit in a circle, we focus better. It is also good for teacher’s control over the class.”
The fourth question was about the effects of multimedia and visuals on permanent learning. All the participants emphasized the positive effect of visuals on permanent learning. Two participants used the term “visual memory.”
K1: “When I hear only the words, I forget. When I see things, I remember.”
K2: “When there are pictures and when the subjects are accompanied by visuals, I remember things better.”
K3: “As I said before, you can’t remember things when you see them just once. You need to see it again and again before it becomes permanent. My visual memory is very strong. I never forget a thing I see. Pictures work for me.”
K4: “As I believe visual memory is important for learning, I definitely find this classroom useful.”
K5:” The more the better. Even if you take a quick look at the posters, the words stick in your mind.”
Two participants emphasized the importance of audio material.
K2: “When I encounter some words in English, I remember the meaning with sounds. When you practice listening long enough, you don’t need to think about the translation.”
K5: “Our teacher speaks English in the classroom, but that wasn’t enough for us. Loudspeakers are very useful.”
The fifth and final question asked whether the specially-designed English classroom, the multimedia, and the additional visuals affected the participants’ language learning motivation. All the participants mentioned a positive effect on their motivation.
K1:”Better now.”
K2: “As you know, being in a classroom is an obligation for students. This kind of material makes things more interesting.”
K3: “I think I am affected positively. I have always wanted to learn English since my early childhood.
The only sentence I know is ‘What is your name?’ Nothing improved my English. As I see these changes in
this classroom, I become motivated and believe in my potential. Then I start to make an effort. I feel lucky and I don’t want to waste this chance.”
K4: “This room is fun. It’s better than naked walls and a boring atmosphere.”
K5: “Learning English is important. The posters and the equipment will make things more interesting.”
One participant stated that similar projects should be implemented in other classrooms at Davutlar Vocational School.
K2: “This could be done in the other classrooms. At least the seating arrangement could be changed.
We study tourism and we need motivation. This is already a belated attempt.”
4. Conclusion
As a result of the semi-structured interviews with five students studying Culinary Arts, Catering Services, and Tourism and Hotel Management at Davutlar Vocational School, some themes about the multimedia in the English classroom have emerged.
First of all, English proficiency level of the participants is pre-intermediate (A2). They have major issues with productive language skills (speaking and writing). According to a study conducted in the academic year 2016-2017 with ten students selected from Culinary Arts Program, the fact that students had not received a permanent and sustainable education in English affected their language learning at college. They brought along their disappointment, worries and learned helplessness to their college education (Okuyan and Sezgin, 2017). Participant who listed similar problems emphasized the importance of multimedia in stimulating motivation and supporting permanent learning. In addition to the multimedia, the participants also mentioned the U-shaped seating arrangement with regard to student participation and cooperation.
Before the implementation of the project, the needs analysis step highlighted the need for audio-visual material. It was assumed that the audio-audio-visual material would increase the amount of speaking and listening exercises in the classroom. The interviews done after the implementation confirmed this assumption. The consistency in the participants’ views concerning the increase in their learning motivation and permanent learning indicated the efficiency of the project.
It is expected that the long-term use of multimedia in the English classroom will highlight the benefits of the project, which are permanent learning, an increase in student motivation, and a learning environment characterized by sharing and interaction. It is also expected that the multimedia in the classroom will encourage the students to engage in communicative activities. It is suggested that similar projects are designed and implemented for the subjects of study and classrooms not only at Davutlar Vocational School, but also the other schools at Adnan Menderes University.
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