English Learning Enhanced by Collaborative Contextual Drama in an Authentic Context

Autor/inn/en	Manabe, Kinnosuke; Hwang, Wu-Yuin; Chuang, Yan-Wen
Titel	English Learning Enhanced by Collaborative Contextual Drama in an Authentic Context
Quelle	In: Interactive Learning Environments, 31 (2023) 7, S.4490-4506 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Manabe, Kinnosuke) ORCID (Hwang, Wu-Yuin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1972321
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Drama; Handheld Devices; Educational Technology; Computer Oriented Programs; Student Behavior; Academic Achievement; Educational Environment; Motion; Documentation; Grade 7; Secondary School Students; Cooperation + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schauspiel; Unterrichtsmedien; Computerprogramm; Student behaviour; Schülerverhalten; Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bewegungsablauf; Dokumentation; School year 07; 7. Schuljahr; Schuljahr 07; Sekundarschüler; Co-operation; Kooperation
Abstract	Under the traditional English learning context, English as a Foreign Language (EFL) learners have few opportunities to apply their knowledge to a real-life setting. According to situated learning theory, different contexts hold different concepts related to learners' real experiences. The researchers, therefore, integrated drama activity into EFL learning with the support of mobile devices to create an authentic English learning environment. In this study, the researchers developed a mobile-based system named Collaborative Contextual Drama (CCD) which provides the learners with text/picture annotation and drama-making for the purpose of fostering their English learning in authentic contexts. A goal of this study is to examine how CCD, with contextual English drama activities, influences learners' learning behaviors as well as learning achievements. The post-test revealed that the learners who learned with CCD in familiar authentic contexts could significantly improve their English compared to the learners who learned without CCD. Furthermore, delayed tests revealed that the learners who learned with CCD could retain their knowledge longer. In addition, regarding learners' behaviors and drama performances, it was revealed that intonation, quantity of annotations they made, quantity of interactions with environment, and quantity of using physical movement significantly affected their EFL learning achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01