English Teaching and Learning Pedagogies by Songs, Movies, Games and Cell Phones

Autor/in	Lin, Grace Hui Chin
Titel	English Teaching and Learning Pedagogies by Songs, Movies, Games and Cell Phones
Quelle	(2020), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-620-0-58506-6
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Singing; Teaching Methods; Multimedia Instruction; Metalinguistics; Films; College Students; Affective Behavior; Self Esteem; Positive Attitudes; Learning Motivation; Computer Assisted Instruction; Language Proficiency; Educational Benefits; Foreign Countries; Telecommunications; Handheld Devices; Educational Games; Student Attitudes; Achievement Gains; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Gesang; Teaching method; Lehrmethode; Unterrichtsmethode; Multimediales Lernen; Metalanguage; Metasprache; Film; Collegestudent; Affective disturbance; Active behaviour; Affektive Störung; Self-esteem; Selbstaufmerksamkeit; Motivation for studies; Lernmotivation; Computer based training; Computerunterstützter Unterricht; Language skill; Language skills; Sprachkompetenz; Bildungsertrag; Ausland; Telekommunikationstechnik; Educational game; Lernspiel; Schülerverhalten; Achievement gain; Leistungssteigerung
Abstract	Communicative multimedia is becoming a significant tool of improving metalinguistic knowledge (Lai, 2015, 2016). This research applied three basic examples of song, movie (Hung & Higginsb, 2015, 2016; King, 2002, 2010; Sanne, 1994, 2006; Tillmana, 1997, 2006) and game pedagogies (Tsai, 2017) for discussing cognitive consequences of Taiwanese university students. The relaxing methods of language learning by media applications (Kuurea, 2015, 2016) are associated with the theories of an affective domain. Lots of educators mention the affective domain and emotional factors have a substantial impact upon language learning. This mixed method research by qualitative and quantitative explorations was conducted for two years. Students' self-esteem, positive attitudes, and higher motivation were stimulated by the computer assisted language learning (CALL). The suggested pedagogies had raised students' language proficiencies, since learning motivation has been taken into considerations for holistic language abilities. Two hundreds and twenty-five college English learners at three schools were benefited from the vividly dynamic pedagogies. This study has implied the alternative devices and computer assisted language learning can contribute to language proficiency levels. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01