A case study on the effects of teacher-structured out-of-class ict activities on listening skills, motivation and self-efficacy

The current study was designed inorder to investigate the effects of out-of-class ICT activities, which are implemented in a blended manner with the regular listening and speaking course, on students' listening proficiency, intrinsic motivation and self-efficacy perceptions related to listening. bot quantitative and qualitative research methods were utilized to have more reliable results. The participants were 26 preparation class students at English Language Teaching Department, Çukurova University. The participants engaged in extensive out-of-class activities arranged and assigned by the instructor through a class blog and English podcasts for seven months. at the beginning of the study, the participants filled out an out-of-class activities questionnaire to have a general opinion about what kind of out-of-class activities they are involved in, and throughout the study, they assessed the activities and their performances through Intrinsic Motivation Inventory. At the end of the study, the participants also evaluated their self-efficacy in listening and speaking skills retrospectively and currently by filling out a self-efficacy scale, and they were interviewed about the advantages and disadvantages of the implementation to gain a deeper insignt about the effects of the study. Throughout the study, two learning logs investigation the participants' opinions about their own learning processes were administered as well. In order to investigate if there was any improvement in their listening skill proficiency, three achievement tests were utilized. The quantitative data collected through the out-of-class activities questionnaire and the self-efficacy scale were analyzed descriptively first. In order to investigate if there was any change in students' self-efficacy perceptions and in their motivation levels, the Wilcoxon Signed Rank Test was utilized to compare the results. In order to evaluate the achievement test results Repeated Measures ANOVA was utilized. The learning logs and the interviews were analyzed qualitatively. Detailed analyses of quantitative and qualitative data revealed that teacher-structured out-of-class ICT activities, mainly podcasts in this study, used in a blended design with the regular course have positive effects on students' listening proficiency, intrinsic motivation and self-efficacy perceptions. Keywords: Out-of-class activities, podcast, listening skills, intrinsic motivation, selfefficacy perception