Virtual World-Supported Contextualized Multimodal EFL Learning at a Library

Autor/inn/en	Guo, Siao-Cing; Lan, Yu-Ju
Titel	Virtual World-Supported Contextualized Multimodal EFL Learning at a Library
Quelle	In: Language Learning & Technology, 27 (2023) 2, S.176-198 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Computer Simulation; Task Analysis; Reading Comprehension; Action Research; Story Reading; Elementary School Students; Grade 5; Grade 4; Grade 6; Computer Software; Learning Motivation; Anxiety; Multimedia Materials; Comparative Analysis; Educational Benefits; Student Attitudes; Reading Tests; Scores; Semiotics; Public Libraries; Library Services; Foreign Countries; Language Tests; Programming; Educational Technology; Taiwan (Taipei) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Computergrafik; Computersimulation; Aufgabenanalyse; Leseverstehen; Projektforschung; School year 05; 5. Schuljahr; Schuljahr 05; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Motivation for studies; Lernmotivation; Angst; Bildungsertrag; Schülerverhalten; Lesetest; Semiotik; Public library; Stadtbücherei; Öffentliche Bibliothek; Bibliotheksarbeit; Ausland; Language test; Sprachtest; Programmierung; Unterrichtsmedien
Abstract	This study aims to investigate the influence of story creation on young EFL learners' reading performance. Action research was adopted to examine the effects of two different story reading projects in a library setting in Taiwan. Each project comprised a group of 19 young EFL learner from Grades 4 to 6 (aged 10-12). The first group's activities consisted of picture storybook reading and word games. The results obtained from the pre- and post-reading tests on the learners' performance revealed an increase in their English reading scores. But the results of the learners' motivation and anxiety questionnaire were unsatisfactory. To overcome this discrepancy, a 3D virtual construction task using Omni-immersion Vision, an online VR construction tool, was added to the reading activity. This let the students express their ideas through multimodal resources including text and images in their stories and their 3D virtual contexts. The results showed that the second group made improvements not only in their English language reading but also in their learning motivation, and they demonstrated lower levels of anxiety than the first group. It appears that a combination of multimodal stories and context construction in virtual worlds benefited EFL learners. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01