https://acikerisim.bingol.edu.tr/handle/20.500.12898/1335 Department of Computer Technology Wed, 08 Apr 2026 09:35:10 GMT 2026-04-08T09:35:10Z https://acikerisim.bingol.edu.tr/handle/20.500.12898/1092 Design of Multimedia Elements: Dual-Coding in Designing Listening Software. Türel, Vehbi ABSTRACT: In interactive multimedia environments (IMEs), a wide range of digital elements (i.e. video, audio, text, still or motion visuals – pictures/images/graphics/figures/animations-, captions, glossaries, icons, help, feedback, activities, instructions, tasks, hyperlinks and so on) can be combined and delivered on the same digital platform. Such environments also enable immediate as well as simultaneous access (Turel, 2014a; ibid: 2014b). In IMEs, one learning element can be presented and taught through more than one element (i.e. dual coding), “which aims to teach one thing with two modes of input, one of which is redundant, provides more paths of recall and is therefore more effective in building recall-cues in memory” (Turel, 2014, p. 285). This study investigated the role and effect of dual coding in listening comprehension as a part of foreign language learning (FLL). The study also aimed to discover whether there were any correlations between the learners’ characteristics and the role and effect of dual coding in listening comprehension. The participants were 171 non-native speakers (NNSs). They were at intermediate and upper intermediate level in listening and were attending a four-year degree course of general Eng¬lish. They had been tested, grouped and placed by National University Entrance Exam Office (OSYM). All of the 171 participants participated in the experimental study. The participants were randomly assigned to one of the three groups: Control Group: 58 participants, Experiment Group 1: 56 participants, and Experiment Group 2: 57 participants. They voluntarily participated in the study. The study was both quantitative and qualitative in nature. The participants had both pre- and post-tests. The quantitative results were analysed with SPSS. The qualitative data were clustered according to the categories that were extracted from data itself and then examined for patterns. The qualitative data were interpreted in the light of output from the quan¬titative data and they were compared to produce the findings. Keywords: Dual coding, interactive multimedia, designing listening software. Mon, 16 May 2016 00:00:00 GMT https://acikerisim.bingol.edu.tr/handle/20.500.12898/1092 2016-05-16T00:00:00Z https://acikerisim.bingol.edu.tr/handle/20.500.12898/1087 Learners’ perceptions towards dual-Coding in designing learning environments: Keywords, visuals and captions Türel, Vehbi In this study, 57 participants’ (N= 57) perceptions towards dual-coding in design of a specific Interactive Multimedia (Language Learning) Environment (IME) and any differences between their perceptions in terms of participants’ characteristics as well as between their perceptions towards dual-coding were investigated thoroughly in the spring of 2015. The study was both quantitative and qualitative in nature. The results of the quantitative data were analysed with SPSS (i.e. Mean, Std. Deviation, ANOVA, Pearson Correlation Test). The results revealed that the participants were overwhelmingly in favour of the use of dual-coding (i.e. the provision of ‘keywords’ or ‘supplementary contextual visuals’ – SCVs - + ’keywords’, and ‘captions’ with audio-only listening texts) in design of IME for foreign language learning (FLL). The majority of the participants believed that not only did the provision of ‘keywords’ or ‘SCVs’ + ‘keywords’, and ‘captions’ with audio-only listening texts benefit them in different ways, but it also contributed to the enhancement of their learning. Moreover, the results of the quantitative data revealed that there were some significant differences between the participants’ perceptions in terms of computer literacy. There were also some correlations between the participants’ perceptions in terms of the provision of ‘keywords’ or ‘SCVs’ + ‘keywords’, and ‘captions’ with audio-only listening texts. Thu, 06 Oct 2016 00:00:00 GMT https://acikerisim.bingol.edu.tr/handle/20.500.12898/1087 2016-10-06T00:00:00Z https://acikerisim.bingol.edu.tr/handle/20.500.12898/875 Advanced Turkish Türel, Vehbi Advanced Turkish is advertised as language software aiming to expand target learners’ knowledge of Turkish language and culture through engaging, in-depth dialogues by native speakers. This classroom-tested, peer-reviewed DVD-ROM contains 19 video dialogues and readings and over 5000 audio recordings (over 70 minutes) made with native speakers. It features a wide range of topics such as art, food, contemporary media, legal issues, travel, soccer, horoscopes, folk tales, and music through scripted dialogues and unscripted discussions between native speakers. Advanced Turkish contains 20 lessons. The first ten lessons feature complex Turkish sentence structures which are mostly found in formal written Turkish. The second ten lessons are recorded conversations between native speakers. The Turkish in these lessons is conversational and informal. Each lesson consists of three sections: (a) Introduction; (b) Text, Video & Exercises; and (c) Lesson Summary & Further Practice. Fri, 01 Jan 2010 00:00:00 GMT https://acikerisim.bingol.edu.tr/handle/20.500.12898/875 2010-01-01T00:00:00Z https://acikerisim.bingol.edu.tr/handle/20.500.12898/874 Beginning Kurmanji Kurdish Türel, Vehbi The Beginning Kurmanji Kurdish software is advertised as language software aiming to give (language) learners a solid foundation in Kurmanji-Kurdish for both oral and written expressions. The contents of the software are indeed good enough to meet the advertised targets. The software, which is a practical course, provides learners with confidence to communicate in everyday situations. This classroom-tested, peer-reviewed DVD-ROM contains 25 video clips and over 9000 audio recordings (over 45 minutes) made with native Kurdish speakers. Such authenticity is clearly a strength of the software. The motion visuals and authenticity of the media types expose target culture, authentic settings, different accents, and paralinguistic clues Sat, 01 Jan 2011 00:00:00 GMT https://acikerisim.bingol.edu.tr/handle/20.500.12898/874 2011-01-01T00:00:00Z