English learning enhanced by collaborative contextual drama in an authentic context

Manabe, Kinnosuke; Hwang, Wu‐Yuin; Chuang, Yan

doi:10.1080/10494820.2021.1972321

Cited by 8 publications

(5 citation statements)

References 34 publications

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“…The students also practice giving instructions to the audiences by considering the contextual use of the language expressions, such as making a dialog about DM using expressions of personal opinion. Second, this finding also supports research by Manabe et al (2021), which underlies the importance of contextual learning using English drama. The difference is that this study uses shorter dialog than an English drama.…”

Section: Figure 3 Learning Activities On Whatsapp Groupsupporting

confidence: 83%

“…Contextual teaching and learning represent activities that help educators connect the situations of the students' real lives and the knowledge they got from their learning process (Ghonivita et al, 2021). As for contextual English learning, a study by Manabe et al (2021) reported on English learning enhancement by collaborative, contextual drama in an authentic context. Under the context of traditional English learning, English as a Foreign Language (EFL) learners have little opportunity to apply their knowledge to real-life environments.…”

Section: Contextual and Fun English Learning For Da'wah Studentsmentioning

confidence: 99%

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Contextual and Fun English Learning for Da’wah Students

Lina

2022

ELER

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Da’wah Faculty students who become the focus of this study are students majoring in Da’wah Management (DM) who, in the future, will become preachers. It makes them sometimes overlook the benefits of learning English. Learning English will be very important for those who will become important actors in spreading Islamic religion to local and international communities. This research aims to explore contextual and fun English learning for students at Da’wah Faculty at an Islamic University in Indonesia. It explores relevant previous studies and important theories and compares them with this study’s findings. This study employed a descriptive-qualitative approach. The results indicated that DM students studied English according to the context of their knowledge as DM students; and that they studied English in fun ways which could encourage them to be more active in joining the class. These findings help English lecturers to create better learning activities to teach DM students. Meanwhile, further researchers can elaborate more toward the research subjects, so the results will be more varied.

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Section: Figure 3 Learning Activities On Whatsapp Groupsupporting

confidence: 83%

Section: Contextual and Fun English Learning For Da'wah Studentsmentioning

confidence: 99%

Contextual and Fun English Learning for Da’wah Students

Lina

2022

ELER

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“…Badges were awarded within the application as an extrinsic mechanism for motivating collaborative learning, and students could answer location-aware questions or respond to other students' questions to earn one. Manabe et al (2021) proposed a mobile collaborative contextual drama (CCD) system. The system supported the functions of picture annotation and drama-making to facilitate English learning.…”

Section: Mobile Collaborative Learningmentioning

confidence: 99%

“…A number of studies have investigated the use of mobile devices for digital collaboration within small teams and large classes and providing knowledge‐sharing features (Alioon & Delialioğlu, 2019; Boticki et al, 2015; Jaldemark et al, 2018; Manabe et al, 2021; Shadiev et al, 2018; Song, 2014; Xu & Peng, 2022; Zydney & Warner, 2016). For example, Boticki et al (2015) used a mobile game‐like application, SamEx, for informal learning out of class.…”

Section: Introductionmentioning

confidence: 99%

Mobile collaborative learning with social network awareness

Lin

Huang

Tsai

2023

Computer Assisted Learning

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BackgroundSocial network awareness (SNA) enables students to know the online learning context of peers in computer‐supported collaborative learning (CSCL) and it has been used to improve peer interaction and participation in collaborative learning tasks. Mobile learning enables students to access learning content and discuss content with peers regardless of location or time. Because almost every college student has their own mobile device and social networks are ubiquitous in their daily lives, a mobile learning application with social networking is promising for promoting effective learning if students are willing to continually use the application. However, few studies have investigated this.ObjectivesIn this study, SNA was integrated into a mobile‐based assessment (MBA–SNA). The study investigated whether students were willing to persist in the use of MBA–SNA and the factors influencing this intention.MethodsA 1‐month experiment was conducted to investigate the research question on the basis of the unified theory of acceptance and use of technology (UTAUT).ResultsThe results demonstrated that (1) students were willing to continue using the MBA–SNA, (2) the incentives influencing behavioural intention (BI) in initial use and continual use differed, and (3) social influence (SI) and perceived playfulness (PP) were the two key determinants of continual use.ImplicationsThe SNA increases the positive impact of SI and PP on MBA continual use so that continual use can be assured. Future research should integrate SNA into other mobile learning apps (e.g., mobile collaborative writing or discussion apps) to enhance continued system use and learning effectiveness.

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“…Students are not compelled to talk at all, yet they are supposed to be prepared because it is trusted that the second/unknown dialect will be learned similarly to the first language. As a result, initial receptivity to language, comprehension, detecting bodily reactions, and then communicating are all typical (Yalcın & Sarigul, 2017;Manabe et al, 2023;Hounhanou, 2020;Sumarni et al, 2022;Hagoort & Indefrey, 2014;Paunov et al, 2022;Farisatma, 2023;. Students who perceive the educator as a role model will begin to imitate their teachers over time.…”

Section: Introductionmentioning

confidence: 99%

Effects of Total Physical Response on Vocabulary Learning in Urdu-English Deficit Bilingual Children

Naz,

Jabbar,

Saram

2023

J. educ. soc. stud.

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Learning vocabulary items via multiple methods and strategies (one of them is TPR) is a challenging task not only in monolingual but also in bilingual speaker[s] who developed delayed speech (autism); therefore, in the current study, it is examined effects of total physical response (TPR) to enhance the vocabulary learning (VL) in Urdu-English deficit bilingual children (UEDBC). To achieve this goal, this study adopts an experimental research design. The participants have been recruited from Mianwali Region, Pakistan. Fifty-two Urdu-English deficit bilingual children (mean age 5-7) have randomly been included in this study after obtaining consent from their parents. They are divided into two groups: (a) control (n=26) and (b) experimental (n=26). The instructional materials consisted of chunks (words) that have been selected to provide stimuli for the students. The study reports that the results of post-tests predict a significant improvement in vocabulary learning and conceiving even in the deficit bilingual children typically using the total physical response method. It vehemently indicates that bi-competence is triggered via total physical response if and only the input material is unifiedly compatible with the sensory-motor system of bilingual competence.

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English learning enhanced by collaborative contextual drama in an authentic context

Cited by 8 publications

References 34 publications

Contextual and Fun English Learning for Da’wah Students

Contextual and Fun English Learning for Da’wah Students

Mobile collaborative learning with social network awareness

Effects of Total Physical Response on Vocabulary Learning in Urdu-English Deficit Bilingual Children

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