Embodied EFL Reading Activity: Let's Produce Comics

Autor/in	Shiang, Ruei-Fang
Titel	Embodied EFL Reading Activity: Let's Produce Comics
Quelle	In: Reading in a Foreign Language, 30 (2018) 1, S.108-129 (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-0578
Schlagwörter	Cartoons; English (Second Language); Second Language Learning; Second Language Instruction; Language Proficiency; Reading Comprehension; Interviews; Translation; Schemata (Cognition); Reading Instruction; Prior Learning; Comparative Analysis; Semi Structured Interviews; Reading Tests; Instructional Effectiveness; Chinese; Native Language; Foreign Countries; Focus Groups; Student Attitudes; College Freshmen; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Zeichentrickfilm; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Leseverstehen; Interviewing; Interviewtechnik; Cognition; Schema; Kognition; Leseunterricht; Vorkenntnisse; Lesetest; Unterrichtserfolg; China; Chinesen; Ausland; Schülerverhalten; Studienanfänger; Statistische Analyse
Abstract	While theories of embodied cognition have been investigated in lab experiments with proficient readers, currently no studies have applied these theories to improving reading comprehension for low-proficiency readers. Using an embodied cognition approach, this study investigated producing comics as an embodied reading activity. To compare effects on English as a foreign language (EFL) reading comprehension of narrative texts, 71 low-proficiency tertiary EFL readers were randomly assigned to one of two collaborative post-reading activity groups: comics production or translation. Before the activities, the participants were given background knowledge instruction for the narrative texts. Reading comprehension was assessed by a true-false test, followed by a semi-structured focus group interview. The results show that the comics production group outperformed the translation group in reading comprehension. Moreover, evidence from interviews shows the comics production activity assisted low-proficiency EFL readers in constructing multimodal representations of what they read, improving the depth of their reading comprehension. (As Provided).
Anmerkungen	Reading in a Foreign Language. National Foreign Language Resource Center, 1859 East-West Road #106, University of Hawaii, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: http://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01