Tales help individuals in many aspects such as supporting learning, developing positive attitudes, improving language skills, mental development, creative thinking, personality, aesthetic perception, listening comprehension, and imagination (Çetinkaya and Sönmez, 2019). Tales can help the children not only to improve their language skills but also find a solution to their own problems after thinking through the events in the tale and solutions of the characters in their inner worlds. Their potential contributions towards improving language skills show themselves in improving listening skills. From this perspective, it can be beneficial to include tales in the lessons to improve listening skills since they have educational and instructional characteristics. On the other hand, it is also important to decide which educational method will be used in the process of improving listening skills with tales. In the study, a multisensory learning model was decided on, which is considered to contribute to improving listening skills that are difficult to teach since they are abstract skills. In this sense, the study aims to measure and evaluate the impact of tale-telling on listening skills.

Based on prior research in which the impact of multisensory learning model-based tale-telling on tale-listening skills was revealed, findings were presented targeting research questions.

Findings for the results of the t-test analysis applied to compare the pre-test and post-test scores of the attitude scale towards improving tale listening skills were demonstrated in Supplementary Table 2.

In Supplementary Table 2, one can see the comparison between the paired sample t-test and pre-test post-test data of the scores students who have participated in the research have obtained from the attitude scale towards tale listening. As a result of the research, it was determined that there is a significant difference between the total scores and subdimensions of the scale, which are attitude toward the tale, comprehension and analysis, real-life associations, presentation of the tale, and active participation (p ≤ 0.05). Considering the scores for arithmetic mean related to the significant difference, it was determined that there is a significant difference between pre-test and post-test scores, and it is for post-test scores. Supplementary Table 3 demonstrates the findings for content analysis results of the tale diary for “Aç Kurt,” which is one of the tales told to the students who participated in the study.

In Supplementary Table 3, one can see the diary answers for “Aç Kurt,” which is one of the tales told to the students. It was understood that all the students felt no difficulty while listening to the tale, from the answers given to the first question. They have supported their answers with statements like “I did not, I liked the tale, and I found it very fun and good.” It was determined that all the students have given answers like “I enjoyed it” depending on the answers given to the second question. Students expressed their enjoyment with statements like “It was a good tale, I listened to it with excitement, it has impressed me, I really enjoyed listening to it with my eyes closed.” It was seen that students gave answers like “nothing, I imagined” for the third question. One can see that they have given answers like “I thought that the wolf was looking for food in a place covered in snow, I imaged the hungry wolf, I imagined the tale, people in the tale.” It was determined from the answers the students gave to the fourth question that the following ideas emerged: “hunger, I felt sorry, I did not feel anything, and I felt happy.” Students also stated “I felt very sorry because the wolf starved and died” for the theme of hunger, and “I felt sorry for the wolf, but I was happy because it did not eat the other animals, I felt like the wolf in the tale, I felt sorry because the wolf starved and died” for the theme of I felt sorry. There were no statements for the themes of I felt happy, and I did not feel anything. Supplementary Table 4 demonstrates the findings for content analysis results of the tale diary for “Akıllı Evlat,” which is one of the tales told to the students who participated in the study.

In Supplementary Table 4, one can see the diary answers to “Akıllı Evlat,” which is one of the tales told to the students. It was determined that all the students gave an answer like “I did not” for the first question. It was understood that the students have used such statements as “it was fun, it was enjoyable, I listened to it very carefully.” One can see that all the students enjoyed this story, from the answers to the second question. In addition, students have used such statements as “our teacher told it very good [sic].” It was determined that children said the tale had no theme. One student on the theme of everything, and four students on the theme of people in the tale. Answers given to the fourth question by the students are “excitement, nothing, not every kid is smart.” It was seen that nine students have stated that they felt excited while two students stated that they felt nothing, and two students have expressed an opinion along the lines of not every kid is smart. Supplementary Table 5 demonstrates the findings for content analysis results of the tale diary for “Altın Araba,” which is one of the tales told to the students who have participated in the study.

In Supplementary Table 5, one can see the diary answers to “Altın Araba,” which is one of the tales told to the students. All the students have given an answer like “I did not” for the first question. As for the question of “Why?,” the students used statements like “I did not, it was easy, I listened to it very carefully.” One can see that all the students have answered the second question as yes. As for the question of “Why?,” the students have used the statements like “our teacher told it well, it was enjoyable, it was a very good tale, it was fun.” One can see that the students have answered the third question as “nothing, everything, myself, people in the tale.” It was seen that six students have expressed their opinions on the theme of nothing, one student on the theme of everything, four students on the theme of people in the tale, and two students on the theme of myself. Depending on the answers given to the fourth question by the students, the following themes have emerged “excitement, nothing, golden car.” It was detected that eight students have expressed their opinion on the theme of excitement, three students on the theme of nothing, and two students have stated that they want to have a golden car in the future. Supplementary Table 6 demonstrates the findings for content analysis results of the tale diary for “Geveze Kadın,” which is one of the tales told to the students who have participated in the study.

In Supplementary Table 6, one can see the diary answers to “Geveze Kadın,” which is one of the tales told to the students. All students gave an answer along the lines of “I did not” for the first question. As for the question of “Why?,” one can recognize that they have used such statements as “I did not, it was a beautiful tale, it was easy, I listened to it very carefully.” One can see that all the students have given an answer like yes depending on the answers to the second question. They justified their answers with the statements like “it was enjoyable and fun.” For the third question, they have given answers like “nothing, my friend, people in the tale.” It was seen that seven students have expressed their opinions on the theme of nothing, four students on the theme of my friend, and two students on the theme of the people in the tale. Depending on the answers given to the fourth question by the students, the themes were decided as excitement, happiness, nothing, and teaching a lesson. It was noticed that two students have expressed their opinions on the theme of excitement, four students for the theme of nothing, four students on the theme of happiness, and three students on the theme of teaching a lesson. Supplementary Table 7 demonstrates the findings for content analysis results of the tale diary for “Nine ile Tilki,” which is one of the tales told to the students who have participated in the study.

In Supplementary Table 7, one can see the diary answers to “Nine ile Tilki,” which is one of the tales told to the students. It was seen that students have given such answers to the first questions as “I did not, and I did.” One can see that 11 students answered “I did not” while 2 students answered “I did.” It was seen that students have used statements like “I did not, I had fun” for the theme of I did not, and “it was very noisy, the volume was very low” for the theme of I did. One can see that all the students have given an answer like yes depending on the answers to the second question. As for the question of “Why?,” they used statements like “it was fun, our teacher told it well, and it was fluent.” Depending on the answers given to the third question by the students, the themes were decided as “nothing, my cousins, people in the tale.” It was detected that three students have expressed their opinions on the theme of nothing, one student favored the theme of my cousins, and eight students for the theme of people in the tale. Depending on the answers given to the fourth question by the students, the following themes have emerged: “excitement, sadness, difficulties, and fun.” It was detected that three students have expressed their opinions on the theme of excitement, four students on the theme of sadness, one student on the theme of difficulties, and five students on the theme of fun. Supplementary Table 8 demonstrates the findings for content analysis results of the tale diary for “Nohut Oğlan,” which is one of the tales applied to the students who have participated in the study.

In Supplementary Table 8, one can see the diary answers to “Nohut Oğlan,” which is one of the tales told to the students. It was detected that all the students answered “I did not” for the first question. One can appreciate they used statements like “I’ve listened to the tale before, I enjoyed it, it was easy, it was fun” about this theme. One can see that all the students have answered yes to the second question. They have justified their answers with the following statements: “it was enjoyable, it was very good, it was fun, I was curious about it.” It was seen that they have answered the fourth question as “nothing, babies, people in the tale.” It was seen that six students have expressed their opinions on the theme of nothing, one student on the theme of babies, and six students on the theme of people in the tale. Supplementary Table 9 demonstrates the findings for content analysis results of the tale diary for “Tuz,” which is one of the tales told to the students who have participated in the study.

In Supplementary Table 9, one can see the diary answers to “Tuz,” which is one of the tales told to the students. All the students answered “I did not” for the first question. As for the question of “Why?,” they have used such statements as “it was quite fluent, I liked the tale, it was fun, it was easy, it was a quite beautiful tale.” One can see that all the students have given an answer like “I enjoyed it” depending on the answers to the second question. As for the question of “Why?”, they used such statements as “it was quite fluent, I liked the tale, it was fun, it was easy, it was a quite beautiful tale, meaningful and good.” One can see that the students have given answers like “nothing, tale of snow white, my friend, saltless food tastes bad, I wondered what task the teacher would give, prejudge people” for the third question. Depending on the answers, it was concluded that five students stated “nothing” while the other answers were each stated once. From the answers given to the fourth question by the students, it was determined that the following themes emerged: “excitement, sadness, happiness, nothing, salt is bad.” “It made me sad that he wanted his son to be beheaded because his son said that he loved him as little as a salt grain” was stated for the theme of sadness, and “I felt sorry for the wolf, but I was happy because it did not eat the other animals, I felt like the wolf in the tale, I felt sorry because the wolf starved and died” for the theme of I felt sorry. There were no statements for the themes of excitement, happiness, nothing, and salt is something bad. The theme of happiness was stated by five students, the theme of sadness by three students, the theme of nothing by two students, and the other themes by one student for each. Supplementary Table 10 demonstrates the findings for content analysis results of the tale diary for “Yer altı Diyarı,” which is one of the tales told two the students who have participated in the study.

In Supplementary Table 10, one can see the diary answers to “Yeraltı Diyarının Kartalı,” which is one of the tales told to the students. All the students answered “I did not have any difficulties” for the first question. In addition, one can see that the students have used such statements as “it was quite easy, I listened to it carefully, it is a quite beautiful tale, it has impressed me.” Depending on the answers to the second question by the students, one can see that all the students have given an answer like “I enjoyed it.” As for the question of “Why?,” students have used such statements as “excitement and adventure, activities were good and tale was fantastic, it was fun, it was good and exciting.” Depending on the answers given to the third question by the students, one can see that the following themes have emerged: “people in the tale, beautiful places, I imagined, humanity, animals, helpfulness.” It was concluded that one student each stated the themes of “beautiful places, humanity, helpfulness”, three students for the theme of “people in the tale”, two students for the theme of “I imagined”, and one student for the theme of “animals.” Depending on the answers given to the last question by the students, it was determined that the following themes have emerged: “sympathy, sadness, happiness.” For the theme of sympathy, they used such statements as “I felt like I was that kid, I felt myself in the tale,” for the theme of happiness, they stated that “I felt something good in me.” Supplementary Table 11 demonstrates the findings of content analysis results for the student self-evaluation forms prepared for the listening activities of the tale applied to the students who have participated in the study.

In Supplementary Table 11, one can see the student answers to student self-evaluation forms for the listening activities of the tale. It was understood that 61% of the students answered yes for “Aç Kurt,” 100% for “Akıllı Evlat,” 84% for “Altın Araba,” 92% for “Geveze Kadın,” 92% for “Nine ile Tilki,” 84% for “Nohut Oğlan,” 84% for “Tuz,” and 92% for “Yer Altı Diyarının Kartalı” to the expression of “1. I could identify the theme in the tale.” It was determined that 61% of the students answered yes for “Aç Kurt,” 76% for “Akıllı Evlat,” 84% for “Altın Araba, 92% for “Geveze Kadın,” 92% for “Nine ile Tilki,” 92% for “Nohut Oğlan,” 77% for “Tuz,” and 92% for “Yer Altı Diyarının Kartalı” to the expression of “2. I could identify the main idea in the tale.” Even though the rate of identifying the theme of “Aç Kurt” is low, they have not had any difficulties to identify the main idea of the other tales. One can see that 53% of the students have answered yes for “Aç Kurt,” 53% for “Akıllı Evlat,” 77% for “Altın Araba,” 69% for “Geveze Kadın,” 69% for “Nine ile Tilki,” 92% for “Nohut Oğlan,” 61% for “Tuz,” 92% for “Nohut Oğlan,” and 61% for “Yer Altı Diyarının Kartalı” to the expression of “3. I could identify the supporting ideas in the tale.” And they could identify the supporting ideas in the tale. It was determined that 92% of the students answered yes for “Aç Kurt,” 84% for “Akıllı Evlat,” 84% for “Altın Araba,” 100% for “Geveze Kadın,” 100% for “Nine ile Tilki,” 100% for “Nohut Oğlan,” 92% for “Tuz,” and 100% for “Yer Altı Diyarının Kartalı” to the expression of “4. I could identify the plot, place, time, characters, creatures, and the elements related to them in the tale.” It was detected that 84% of the students have answered yes for “Aç Kurt,” 77% for “Akıllı Evlat,” 77% for “Altın Araba,” 69% for “Geveze Kadın,” 92% for “Nine ile Tilki,” 77% for “Nohut Oğlan,” 69% for “Tuz,” and 84% for “Yer Altı Diyarının Kartalı” to the expression of “5. I could identify cause-and-effect relations in the tale.,” and they could identify the cause-and-effect relations in the tale. One can see that 77% of the students have answered yes for “Aç Kurt,” 69% for “Akıllı Evlat,” 77% for “Altın Araba,” 77% for “Geveze Kadın,” 84% for “Nine ile Tilki,” 69% for “Nohut Oğlan,” 54% for “Tuz,” and 69% for “Yer Altı Diyarının Kartalı” to the expression of “6. I could identify purpose-and-effect relations in the tale.,” and they could identify purpose-and-effect relations in the tale. One can also see that 46% of the students have answered yes for “Aç Kurt,” 46% for “Akıllı Evlat,” 84% for “Altın Araba,” 84% for “Geveze Kadın,” 84% for “Nine ile Tilki,” 77% for “Nohut Oğlan,” 61% for “Tuz,” and 77% for “Yer Altı Diyarının Kartalı” to the expression of “7. I could summarize the tale in a chronological and logical order.,” and they could summarize the tale in a chronological and logical order. Supplementary Table 12 demonstrates the findings of content analysis results for the observer evaluation form prepared for the listening of the tale told to the students who have participated in the study.

In Supplementary Table 11 one can see the observer answers to observer self-evaluation forms for the listening activities of the tale. Depending on the evaluation data on the tale activities by the observers, one can also see that students were often observed in the preparatory stage, and characteristics were highly related to preparing the materials to be used in the while-listening process, visualising the theme of the tale, and identifying the outline of the tale in the pre-tale-telling process. Observers have observed that students have shown high listening skills such as using previous knowledge about the tale, and creating questions in the pre-listening process. In addition, observers have observed that students have guessed the theme of the tale using the keywords for all the tales. It was observed at a high rate that before the tale, students concentrated on the tale thanks to images and concepts, they were informed about why they need to listen to the tale, and evaluations were performed for the genre of the tale. Observers have observed at a high rate that while listening, students have benefited from note-taking techniques, they were careful about questions and answers, intonation, they have sympathized with the people in the tale, they have associated the events and situations with real life, and they have visualized the symbols in the tale. It was observed at a high rate that after tale-telling, students were able to summarize the tale, make deductions about the tale, visualize the tale, comprehend the message in the tale correctly, understand the arguments in the tale based on cause-and-effect relations, and express themselves easily about the events and situations in the tale. Considering the self-evaluations of the tales by the students and evaluations of the students and activities by the experts together, one can see the similarities between the opinions of both students and experts. Students have stated that they can mostly perform skills such as identifying the theme, main idea, supporting ideas of the tale, building cause-and-effect relations with the situations in the tale, explaining the plot of the tale, and summarizing the tale in a chronological and logical manner. Similarly, experts have also stated that they use listening skills effectively in the pre-, during-, and post-narrative processes in their observations for tale-telling activities.

This research aims to reveal the impact of tale-telling based on multisensory learning methods and listening skills.

It was detected that tale-telling-based practices with a multisensory learning model have a positive impact on improving the listening skills of the students. Comparing the findings in this research and other related studies in the literature, it can be understood that they have yielded similar results. In the research carried out on the impact of Aesop’s fables on listening skills by Yıldız and Savaş (2019), 18 fables created a positive impact on the listening and comprehension skills of the students. In the research conducted about the impact of interactive tale-telling technique on the listening skills of middle school fifth-grade students by Öztürk and Duran (2018), students had more fun, interaction level was higher, tale listening skills were affected positively, and these impacts also contributed to other skills. In the research carried out by Şahin (2011) to examine the impact of tales on paediatric development based on teacher opinions, students were affected positively when they were told stories and tales. In the study conducted by Yılmaz (2017) to examine the impacts of tales on language skills for language education at an early age, it was detected that using tales in language education increased the attention of the children, created a positive impact on their languages skills, made tales more entertaining, helped the students love the lessons, and conveyed the intercultural differences more effectively. In another research, it was found that drama-based tale-telling created a significant impact on the development of problem-solving skills of the children (Erdal, 2020). Considering the literature studies on this context, it is obvious that tale-telling has a positive impact on improving the different skills of children. In addition, it is evident that the current study yields similar results with the literature revealing the positive impact of tale-telling on listening skills and attitude towards it.

On the other hand, it was revealed that the multisensory learning model contributes to improving listening skills and creating a positive attitude toward listening. Similarly, one can see the studies revealing the impact of multisensory learning model-based practices on the students’ attitudes and outcomes toward learning. In the research examining the impact of multisensory learning methods on learning for children, it was concluded that students performed more if multisensory learning features were involved in the visual and auditory learning processes starting from the age of 6 (Broadbent et al., 2018). In another study, it was revealed that they had positive impacts when multisensory learning model-based activities were performed in addition to oral expression skills (Fifer et al., 2013). In the study performed by Sinclair (2018), it was concluded that multisensory learning facilitated learning processes, multidimensional evaluation was made possible, and attitudes toward learning increased. Similarly, in the research carried out by Yıldırım (2020), it was concluded that it improved the students’ attitudes towards reading and writing positively, increased their self-efficacy for reading and writing, and made the acquired knowledge more permanent when learning was performed using multiple stimuli. It was revealed that multisensory learning helped the students to integrate their learning qualities with real life when it was used in primary school and emphasized the need to use the multisensory learning model effectively in all the lessons (Suryaratri et al., 2019). In addition, it was concluded that multi-learning motivated the children more, made their learning skills permanent (Bas et al., 2021), and increased success for the individuals (Lian et al., 2017). Pointing out that multisensory foreign language teaching enabled students to use tactile, visual, auditory, olfactory, and gustatory materials, Akpınar and Aydın (2010) stated that thus, more than one sensory mechanism accompanied the language learning process, and it provided a multidimensional learning environment depending on the individual differences of the students. Shams and Seitz (2008) stated the benefits of multisensory learning as follows: organizing the learning environment, improving the mental skills of the students, increasing the motivation and interest towards learning, and making the learning process more effective. In this respect, it was revealed that the results both in the literature and this study support each other. To sum up, its contribution to both multisensory learning environments and the impact of tales on the listening skills of individuals was revealed.

In addition, data were evaluated from the forms for listening activities of the students. Although the rate of identifying the theme in “Aç Kurt” is low, it was concluded that students have not had any difficulties identifying the themes in the other tales. It is possible to say that students have had some difficulties identifying the supporting ideas in Aç Kurt, Akıllı Evlat, and Tuz. One can say that students have not had any difficulties identifying the plot, place, time, characters, creatures, and the elements related to them in the tale. One can also say that they have had some difficulties to identify cause-and-effect relations in Geveze Kadın and Tuz.

It is possible to say that students have had some difficulties to identify purpose-and-effect relations in Akıllı Evlat, Tuz, Nohut Oğlan, and Yer Altı Diyarının Kartalı. It is possible to say that students have had some difficulties identifying the supporting ideas in Aç Kurt, Akıllı Evlat, and Tuz. In addition, observer forms indicate that students have good listening skills since the scores for tale listening are high and the scores for attitude towards it are not low. It is quite an important outcome that research data overlap at this point.

Depending on the results of the research, the following suggestions were put forward. During the distance education process, it is important to restructure education based on a multisensory learning model so that students who are expected to be in front of the screen for a long time will not suffer from sensory deprivation. Especially tales can be included more in Turkish teaching programs as a text type to be used to improve basic language skills. Provided for the teachers as in-service training, Anadolu Masalları Masal Anlatıcılığı Eğitimleri (Anatolian Tales Tale telling Training) can be combined with a multisensory learning method.

The original contributions presented in the study are included in the article/Supplementary material, further inquiries can be directed to the corresponding author.

The studies involving humans were reviewed and approved by Yıldız Teknik Üniversitesi. The studies were conducted in accordance with the local legislation and institutional requirements. Written informed consent for participation in this study was provided by the participants’ legal guardians/next of kin. Written informed consent was obtained from the individual(s), and minor(s)’ legal guardian/next of kin, for the publication of any potentially identifiable images or data included in this article.

The applications of the study were made by MG. The data of the study were interpreted by NK. All authors contributed to the article and approved the submitted version.

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

The Supplementary material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/feduc.2023.1137042/full#supplementary-material