The Effects of Animations on Idiom Learning and Permanence of the Idioms

The purpose of this study is to determine the effect of animation on learning idioms and permanence of the idiom. The mixed method design was used. The sample group of the research study is composed of 130 students who are in fifth grade in the academic year of 2017-2018. Throughout the process of teaching idioms, a learning environment supported with animations was provided for the experimental group and the direct narrative technique within the framework of the traditional approach was utilized in the control group. Multiple choice test was utilized and semi-structured interview form was used. The Mann-Whitney U test and the Wilcoxon Marked Rank test were used to analyse the quantitative data obtained; descriptive analysis method was used in the analysis of the qualitative data. As a result of the statistical analyses, it was found that the animations had a positive and statistically significant effect on idiom learning; however, it has been found that there is no effect on the idiomatic learning of teaching by traditional understanding. Another result obtained from the research is that animations provide persistence in idiomatic knowledge. In addition, a large majority of the students in the experimental group who participated in the research study stated that the animations contributed positively to idiom learning (89%) and that their interest on class increased (86%)