Eliciting Students' Stories: Student Perspectives on Anecdote Materials

Autor/in	Castellano, Joachim
Titel	Eliciting Students' Stories: Student Perspectives on Anecdote Materials
Quelle	In: TESOL Journal, 14 (2023) 1, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Castellano, Joachim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-7941
DOI	10.1002/tesj.695
Schlagwörter	Student Attitudes; English (Second Language); Second Language Learning; Second Language Instruction; Feedback (Response); Instructional Materials; Material Development; Teacher Developed Materials; Speech Communication; Public Speaking; Undergraduate Students; Majors (Students); Foreign Countries; Employment Interviews; Intonation; Suprasegmentals; Study Abroad; Teaching Methods; Student Characteristics; Language Teachers; Japan + Suchen Sie Ihr Suchwort? Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrmaterialentwicklung; Vortrag; Ausland; Employment interview; Employment interviewing; Einstellungsgespräch; Bewerbungsgespräch; Studies abroad; Auslandsstudium; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht
Abstract	This article provides critical student perspectives on a set of instructor-created materials in which students ultimately delivered a spoken anecdote in a class presentation. The research was conducted qualitatively through the lens of narrative inquiry. Data were gathered from six participants, all undergraduate English majors at a Japanese university. Results found that participants experienced various difficulties related to the materials and task, primarily due to their unfamiliarity with anecdotes and vocal prosody. However, participants reported benefits of these lessons such as perceived second language (L2) development and real-world relevance. Participants also applied lessons learned from the materials in a variety of contexts including study abroad and job interviews, demonstrating that telling anecdotes about themselves can be a highly authentic task. The findings advise instructors to consider students' backgrounds, introduce anecdote elements, and provide ample feedback and repetition. The article also suggests that material developers should consider student feedback as an essential component when designing classroom materials. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01