The impact of listening activities with digital text on the listening and reading comprehension skills of fourth grade students

The aim of this study is to examine the effects of listening activities conducted through digital texts on listening skills and reading comprehension among fourth-grade primary school students. A quasi-experimental design with pretest-posttest control groups was used in the research. The study group consists of 42 students studying at a public school in Kastamonu, selected through convenience sampling method. Of these students, 21 were in the experimental group and 21 were in the control group. Research data were collected using the Listening Skills Scale and Reading Comprehension Test. ANCOVA analyses were performed using SPSS v27 software in the research. As a result of the study, it was determined that listening activities conducted with digital texts had a positive and significant effect on students' listening skills. The applied experimental procedure was found to have a medium-large effect size. On the other hand, it was determined that listening activities conducted with digital texts did not have a significant effect on students' reading comprehension skills. In line with these results, it is suggested that digital texts can be used as an effective tool in developing listening skills. For the development of reading comprehension skills, it is considered that different strategies and longer-term applications are necessary due to the fact that listening and reading processes require different cognitive processes.