Promoting Autonomy and Ownership in Students Studying English Using Digital Comic Performance-Based Learning

Autor/inn/en	Chen, Gwo-Dong; Fan, Cheng-Yu; Chang, Chih-Kai; Chang, Yun-Hsuan; Chen, Yen-Hua
Titel	Promoting Autonomy and Ownership in Students Studying English Using Digital Comic Performance-Based Learning
Quelle	In: Educational Technology Research and Development, 66 (2018) 4, S.955-978 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-018-9597-7
Schlagwörter	Educational Technology; Technology Uses in Education; Visual Aids; English (Second Language); Second Language Instruction; Elementary School Students; Grade 5; Questionnaires; Teaching Methods; Personal Autonomy; Experimental Groups; Control Groups; Conventional Instruction; Drama; Foreign Countries; Comedy; Student Attitudes; Program Effectiveness; Taiwan + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Anschauungsmaterial; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Individuelle Autonomie; Schauspiel; Ausland; Komödie; Schülerverhalten
Abstract	In traditional learning, students passively absorb the materials provided by their teachers or textbooks. Thus, their learning autonomy is insufficient, and this affects learning motivation. Students find it difficult to absorb the knowledge taught in a classroom and apply it to real life. We combined situated learning and learning through drama to help realize students' autonomy and ownership. A situational learning system using a comic play was devised to help students learn through scriptwriting in groups. When learning through drama, the visual aids on stage can provide students with a sense of immersion, which strengthens their knowledge application. This method was applied during English-language courses of fifth-grade students at an elementary school in Taiwan. Students' questionnaire responses demonstrated that using this system helped their autonomous learning. The students' sense of identification with their own work and their learning impressions were substantially improved. Examination results of the students from the experimental group were significantly higher from those from a control group taught using traditional teaching methods. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01