Effects of storytelling to facilitate EFL speaking using Web-based multimedia system

Hwang, Wu‐Yuin; Shadiev, Rustam; Hsu, Jung Lung; Huang, Yueh Min; Hsu, Guo Liang; Lin, Yi Chun

doi:10.1080/09588221.2014.927367

Cited by 123 publications

(87 citation statements)

References 31 publications

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“…Otherwise, partners would not understand sentences and finish the game. It was suggested that EFL learners try to speak to others and make their speech and interaction patterns meaningful and understandable [3], [4], [8]; such process can aid language comprehension and promote its acquisition. Furthermore, according to the communicative language Facilitating Listening and Speaking with Game-Based …teaching, students need to focus not only on the structure and forms of the language, but also on the function and purposes that the language serves in different communicative settings [7], [8].…”

Section: Resultsmentioning

confidence: 99%

“…However, there are limited opportunities to speak English or listen to a speech in English in countries where it is not an official language. In countries of the Asia-Pacific region, reading and writing are emphasized far more than listening and speaking [3]. Several factors lead to this lack of oral and listening practice, including the absence of an English context to stimulate speaking and listening, or deficiency of good spoken English examples, and excessive dependence upon traditional teaching techniques.…”

Section: Introductionmentioning

confidence: 98%

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Facilitating Listening and Speaking with Game-Based Learning Activities in Situational Context

Hwang

Zhao

Shadiev

et al. 2014

Emerging Issues in Smart Learning

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Abstract. This study proposed game-based learning activities in situational context to facilitate listening and speaking. To measure the feasibility of learning activities, this study conducted one experiment in which students participated at learning activities by using traditional method (control) and mobile application (experimental). Results revealed that experimental students outperformed control students in the speaking post-test while there was insignificant difference in the listening post-test. Furthermore, most students had positive perceptions toward game-based learning activities supported by mobile application. This paper discusses research findings and implications along with conclusions and several suggestions for future development and research.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

Facilitating Listening and Speaking with Game-Based Learning Activities in Situational Context

Hwang

Zhao

Shadiev

et al. 2014

Emerging Issues in Smart Learning

Self Cite

View full text Add to dashboard Cite

show abstract

“…Related studies suggest that completing learning tasks in a familiar authentic environment using technology is more complex and imposes a high cognitive load on students because (1) students need to simultaneously interact with the real-world learning objects, learning content, and technology, and (2) students have insufficient experience with using technology (Chu, 2014;Hwang et al, 2016;Shadiev et al, 2015). We considered these issues when designing our learning activities.…”

Section: Mobile Learning Systemmentioning

confidence: 97%

Cognitive Diffusion Model: Facilitating EFL Learning in an Authentic Environment

Shadiev

Hwang

Huang

et al. 2017

IEEE Trans. Learning Technol.

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For this study, we designed learning activities in which students applied newly acquired knowledge to solve meaningful daily life problems in their local community -a real, familiar and relevant environment for students. For example, students learned about signs and rules in class and then applied this new knowledge to create their own rules for a location in their community (e.g. playground rules that tell visitors what is or is not allowed to do in a local playground) to make it more environmentally friendly. To facilitate this, we developed a mobile learning system equipped with a dictionary as well as textual annotation, recording, and sharing functions. This mobile learning system enables students to take pictures of objects, describe them verbally or in writing, and share their work with peers. Our goal was to study the effectiveness of learning activities supported by a mobile learning system on the cognitive learning process by examining the changes in students' cognitive processes and the distribution of students who reach a certain level of cognition before and after learning. 57 junior high school students participated in the research, and their views of the mobile learning system and interest in continuing use were also explored. Students were divided into one control (n=26) group and one experimental (n=31) group. The control group completed learning activities using a traditional approach while the experimental group used a learning system installed in tablet PCs. The effectiveness of the mobile PC system on students' cognitive processes was tested by comparing the control and experimental groups' pre-test and post-test outcomes. Changes in students' cognitive processes were measured by calculating the differences in student scores among three tasks. The distribution of students who reached a certain level of cognition was derived based on their learning performance. Students' perceptions were evaluated using a questionnaire survey. The mobile learning system kept records of how students used it. Our results show that the experimental students significantly outperformed the control students on test items related to high cognitive levels. Students made clear cognitive progress from the second topic to the third one. Most students rated the learning system highly and want to use it in the future. Finally, the results show that creating text annotations is the best indicator of learning. Based on these results, we recommend applying appropriate learning activities supported by a mobile learning system to facilitate students' cognitive processes when they are studying English as a foreign language in an authentic environment.

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“…Furthermore, there is evidence that digital storytelling helps students improve their communication skills, increases their motivation as well as creates a social bond through shared experience (Campbell, 2012;de Lima et al, 2014;Hwang et al, 2016;Kilic, 2014;Mokhtar et al, 2011;Morais, 2015;Sadik, 2008). More specifically, the use of storytelling increased engagement in chemistry class in 8-10 year olds and, while not quantified, is hoped to prevent "chemophobia" or the fear of chemistry class (Morais, 2015).…”

Section: Benefits Of Storytelling As An Instructional Strategymentioning

confidence: 99%

“…Storytelling has many benefits that allow listeners to effortlessly absorb information and incorporate it into their existing schemata. The use of storytelling or narratives has shown promise in public health campaigns (Betsch et al, 2011;Hopfer, 2012;Kreuter et al, 2007;Mazor et al, 2007) as well as learning language skills (Campbell & Hlusek, 2015;Hung, Hwang, & Huang, 2011;Hwang et al, 2016;Lee & Tseng, 2012;Mokhtar, Halim, & Kamarulzaman, 2011;Sadik, 2008;Tan, Lee, & Hung, 2014). It is important to examine storytelling as an alternative method to teaching scientific information to students in order to improve contextual meaning behind the information and to help construct the necessary schemata to incorporate the information.…”

Section: Introductionmentioning

confidence: 99%

The Utility of Storytelling Strategies in the Biology Classroom

Csikar

Stefaniak

2018

CONTEMP EDUC TECHNOL

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Conveying scientific information with high intrinsic cognitive load to students is a challenge. Often, students do not have the existing schema to incorporate the information in a comprehensive manner. One method that has shown promise is storytelling. Storytelling has been successfully used to convey public health information to non-experts. Therefore, it was of interest to determine whether storytelling could be used in the classroom to present information with high intrinsic load to students in a meaningful manner. This study used a post-test only quasi-experimental study design to explore the utility of storytelling as an instructional strategy in anatomy and physiology classes at a community college. Students in the treatment group received instruction that used storytelling to present examples of application. Both control and experimental groups were assessed through the use of a proximal formative quiz, distal multiple-choice questions, and a novel critical thinking exercise administered after the instruction. Results suggest that storytelling was as effective as the instructional methods delivered to the control group. These findings suggest that storytelling may be used as a means to convey complex scientific information in the classroom.

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Effects of storytelling to facilitate EFL speaking using Web-based multimedia system

Cited by 123 publications

References 31 publications

Facilitating Listening and Speaking with Game-Based Learning Activities in Situational Context

Facilitating Listening and Speaking with Game-Based Learning Activities in Situational Context

Cognitive Diffusion Model: Facilitating EFL Learning in an Authentic Environment

The Utility of Storytelling Strategies in the Biology Classroom

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