The Comparison of the Impact of Storytelling and Digital Storytelling Assignments on Students' Motivations for Learning

Autor/in	Kasami, Naoko
Titel	The Comparison of the Impact of Storytelling and Digital Storytelling Assignments on Students' Motivations for Learning
Quelle	(2017), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; College Students; Second Language Learning; English (Second Language); Computer Assisted Instruction; Computer Mediated Communication; Story Telling; Assignments; Learning Motivation; Comparative Analysis; Instructional Effectiveness; Information Technology; Peer Evaluation; Outcomes of Education; Pretests Posttests; Questionnaires; Attention; Relevance (Education); Self Esteem; Student Satisfaction; Models; Statistical Analysis; Japan + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Computer based training; Computerunterstützter Unterricht; Computerkonferenz; Assignment; Auftrag; Zuweisung; Motivation for studies; Lernmotivation; Unterrichtserfolg; Informationstechnologie; Lernleistung; Schulerfolg; Fragebogen; Aufmerksamkeit; Relevance; Relevanz; Self-esteem; Selbstaufmerksamkeit; Analogiemodell; Statistische Analyse
Abstract	The purpose of this study was to explore how a Digital StoryTelling (DST) assignment affected and changed students' motivations for learning English as a Foreign Language (EFL) in comparison with a StoryTelling (ST) assignment. A course entitled "Information English" was held for Japanese university students at a faculty of information and communications in the fall term of 2014. The study goal of the course was to acquire skills and knowledge to present ideas and messages effectively with the use of Information and Communications Technology (ICT) and English. Students conducted ST tasks in the class as a midterm assignment, then created digital stories and peer-reviewed them as a final assignment. The impact of the DST assignment on students' motivations was analyzed by means of midterm and post-assessment questionnaires based on Keller's ARCS model (four categories of which are attention, relevance, confidence, and satisfaction) and compared to data collected for the ST assignment. The findings showed that most students were more motivated for learning with the DST assignment than the ST assignment. [For the complete volume, see ED578177.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01