A Mixed-Methods Study of Tailor-Made Animated Cartoons in Teaching Punctuation in EFL Writing

Autor/in	Bakla, Arif
Titel	A Mixed-Methods Study of Tailor-Made Animated Cartoons in Teaching Punctuation in EFL Writing
Quelle	In: ReCALL, 31 (2019) 1, S.75-91 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bakla, Arif)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-3440
Schlagwörter	Cartoons; Teaching Methods; Pronunciation Instruction; English (Second Language); Second Language Learning; Second Language Instruction; Writing Instruction; Pretests Posttests; Control Groups; Experimental Groups; Computer Software; Instructional Materials; Metalinguistics; Instructional Effectiveness; Turkish; Native Language; Management Systems + Suchen Sie Ihr Suchwort? Zeichentrickfilm; Teaching method; Lehrmethode; Unterrichtsmethode; Ausspracheübung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibunterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Metalanguage; Metasprache; Unterrichtserfolg; Türkisch
Abstract	Despite their potential benefits, teacher-created animated cartoons have not found much room in second-language (L2) research, probably due to some technical challenges involved in creating them. This paper reports the findings of a mixed-methods embedded experimental study, designed to test the impact of tailor-made animated cartoons on the correct use of common punctuation rules in English. The participants were 112 Turkish-first language (L1) learners of English, assigned to either the treatment or control group through random cluster sampling. The instructional materials in the treatment group included teacher-created animated cartoons, exercises designed using SCORM-compliant software, and a forum for discussions in Moodle. The participants in the control group, on the other hand, used PowerPoint presentations (PPTs) instead of animated cartoons and completed the same follow-up activities. Quantitative results suggested that the treatment and control groups' post-test and late post-test scores significantly differed in favour of the former. Moreover, qualitative data from semi-structured interviews and document analysis revealed that the participants, especially those in the treatment group, viewed this learning experience highly positively. The findings globally imply that tailor-made animated cartoons might facilitate the learning of punctuation and help raise students' awareness of it. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01