The Effect of Storytelling and Retelling and Higher Order Thinking on Oral Performance of Elementary Students in English as Foreign Language (EFL) Program: A Pilot Study in Mainland China and Taiwan

Autor/inn/en	Yang, Pei-lin; Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael; Ramos, Norma; Nava-Walichowski, Miranda
Titel	The Effect of Storytelling and Retelling and Higher Order Thinking on Oral Performance of Elementary Students in English as Foreign Language (EFL) Program: A Pilot Study in Mainland China and Taiwan
Quelle	In: Asian Journal of Education and Training, 2 (2016) 1, S.23-33 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yang, Pei-lin) ORCID (Tong, Fuhui) ORCID (Irby, Beverly J.) ORCID (Lara-Alecio, Rafael) ORCID (Ramos, Norma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2519-5387
Schlagwörter	Story Telling; Thinking Skills; Language Proficiency; English (Second Language); Second Language Instruction; Oral Language; Foreign Countries; Intervention; Vocabulary Development; Reading; Questioning Techniques; Language Teachers; Faculty Development; Public Schools; Language Tests; Pretests Posttests; Reading Comprehension; Listening Comprehension; Elementary School Students; Grade 4; Program Effectiveness; Teaching Methods; China; Taiwan + Suchen Sie Ihr Suchwort? Denkfähigkeit; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Ausland; Wortschatzarbeit; Leseprozess; Lesen; Befragungstechnik; Fragetechnik; Language teacher; Sprachunterricht; Public school; Öffentliche Schule; Language test; Sprachtest; Leseverstehen; Hörverständnis; School year 04; 4. Schuljahr; Schuljahr 04; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this pilot study was to evaluate the effect of Story Telling and retelling and higher order thinking for "E"nglish "L"anguage and "L"iteracy "A"cquisition (STELLA) on the English oral proficiency of elementary students in Mainland China and Taiwan, where English is taught as a foreign language. The 6-week intervention incorporated direct vocabulary instruction, modeling reading, and leveled questioning strategy through storytelling and retelling, and was delivered by certified English teachers who received weekly virtual professional training in two public schools in Mainland China and Taiwan. An English oral vocabulary measure was administered among 10 students in Mainland China and 9 students in Taiwan before and after the intervention. Paired-sample T-tests were conducted to examine the progress from pretest to posttest on the two cohorts, respectively. The results showed a significant improvement on students' oral proficiency at both sites. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01