Effects of Mobile Drama with Authentic Contexts on English Learning

Autor/inn/en	Liu, Yi-Fan; Hwang, Wu-Yuin; Liu, Zi-Yan
Titel	Effects of Mobile Drama with Authentic Contexts on English Learning
Quelle	In: Journal of Educational Computing Research, 59 (2021) 7, S.1294-1318 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Yi-Fan) ORCID (Hwang, Wu-Yuin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633121994289
Schlagwörter	Electronic Learning; Handheld Devices; Dramatic Play; Authentic Learning; English (Second Language); Second Language Instruction; Second Language Learning; Instructional Effectiveness; Junior High School Students; Early Adolescents; Grade 7; Student Motivation; Multimedia Instruction; Notetaking; Context Effect; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Dramatisches Mittel; Theaterstück; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Unterrichtserfolg; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Schulische Motivation; Multimediales Lernen; Ausland
Abstract	Teaching English in a classroom setting where EFL learners were usually sitting at desks and doing English learning tasks using paper and pencil is inefficient. It has considerable potential problems that could lead to students learning in a passive state. More specifically, the teaching materials are inconsistent with students' authentic experiences, which decreases the learning efficiency, learning motivation, and levels of interactivity. An annotatable multimedia E-reader (AME) was developed to address these problems. The provided various annotation tools to help students create dramas with authentic contexts. The study participants were 48 junior high school students and divided into the experimental group (EG) and control group (CG). Results revealed that learning English through drama with AME assistance in authentic contexts significantly improved the participants' learning achievements. In other words, the learning achievements of the EG were superior to those of the CG. Moreover, the results indicated that different learning behaviors were significantly related to different learning achievements. Thus, the greater the diversity of learning behaviors practiced by the students in the drama activity in authentic contexts, the higher the students' learning scores on different dimensions. Finally, the results indicated that using the AME in authentic contexts was beneficial for English learning through drama. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01