Effect of the Online Listening Assignments on Listening Comprehension Skill

The aim of the research is to determine whether there is an effect of the listening assignments given online to the students in certain periods on the development of listening comprehension skills of the students. Comparative unequal group posttest model of the quasi-experimental design was used in the study. The trial process of the study was carried out with the same students in the first grade of the 2014-2015 academic year, 2. grade of the 2015-2016 academic year and 3. grade of the 2016-2017 academic year in Ankara Private Tevfik Fikret primary school. A total of 232 people, 113 in the experiment group and 119 in the control group, participated in the research. The data in the study were obtained with the 40-question Listening Comprehension Test developed by the researchers and applied at the end of the experimental process. As a result, when the posttest scores of the experiment and the control group were compared it was seen that there is a statistically significant increase in favour of experiment group in terms of the the correct answers given to the knowledge and comprehension level questions and general scores of the test given to the experiment and the control group. It was also seen that there was a significant difference in favor of the experiment group when the student scores of the text types in the Listening Comprehension Test were compared