Can the Use of Web-Based Comic Strip Creation Tool Facilitate EFL Learners' Grammar and Sentence Writing?

Autor/inn/en	Kilickaya, Ferit; Krajka, Jaroslaw
Titel	Can the Use of Web-Based Comic Strip Creation Tool Facilitate EFL Learners' Grammar and Sentence Writing?
Quelle	In: British Journal of Educational Technology, 43 (2012) 6, (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2012.01298.x
Schlagwörter	Foreign Countries; Educational Technology; Class Activities; Learning Activities; Instructional Materials; English (Second Language); Feedback (Response); Sentences; Adolescents; Private Schools; Second Language Learning; Second Language Instruction; Grammar; Web Based Instruction; Web 2.0 Technologies; Multimedia Instruction; Student Attitudes; Instructional Effectiveness; Questionnaires; Cartoons; Student Developed Materials; Web Sites; Turkey + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Lernaktivität; Lehrmaterial; Lehrmittel; English as second language; English; Second Language; Englisch als Zweitsprache; Sentence analysis; Satzanalyse; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Private school; Privatschule; Zweitsprachenerwerb; Fremdsprachenunterricht; Grammatik; Web Based Training; Multimediales Lernen; Schülerverhalten; Unterrichtserfolg; Fragebogen; Zeichentrickfilm; Web-Design; Türkei
Abstract	Both teacher- and learner-made computer visuals are quite extensively reported in Computer-Assisted Language Learning literature, for instance, filming interviews, soap operas or mini-documentaries, creating storyboard projects, authoring podcasts and vodcasts, designing digital stories. Such student-made digital assets are used to present to their classroom peers for discussion and feedback. Teachers also might take advantage of the digital format of learner-made assets to build their classroom libraries with highly interesting, appropriately leveled texts for students to read during independent reading in the readers' workshop. Finally, children and adolescents could share their digital materials online and participate in broader digital, global communities that might include children and adolescents with similar backgrounds and experiences. However, the use of comic strip creation tools has not been that widely researched. This study aims to provide the participants with an opportunity to create and share their own comic strips using the online comic strip creation site, "MakeBeliefsComix," in classroom activities related to grammar. This study aims to explore and examine the extent to which the participants enjoyed creating comic strips using a self-report questionnaire. The following research questions were used to gain understanding of the participants' perceptions related to creating comic strips: (1) Would the participants enjoy creating comic strips?; and (2) Would the comic creation facilitate the participants' grammar and sentence writing? Overall, the participants showed positive attitudes toward comic strip creation, and all agreed that comic strip creation should also be integrated into other activities related to reading and writing. Moreover, they enjoyed creating comic strips, reading and writing comments on other participants' comic strips. Although the findings of this study are promising, it is not possible to emphasize the significance of a relatively small-scale study. Therefore, further research is strongly recommended to study the impact of the use of learner-generated comic strips, compare the effectiveness of learner-generated comic strips and premade comic strips in grammar as well as other activities such as reading and writing. (Contains 2 figures.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10