Student Engagement in Long-Term Collaborative EFL Storytelling Activities: An Analysis of Learners with English Proficiency Differences

Autor/inn/en	Huang, Yun-Yin; Liu, Chen-Chung; Wang, Yu; Tsai, Chin-Chung; Lin, Hung-Ming
Titel	Student Engagement in Long-Term Collaborative EFL Storytelling Activities: An Analysis of Learners with English Proficiency Differences
Quelle	In: Educational Technology & Society, 20 (2017) 3, S.95-109 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Foreign Countries; Elementary School Students; Urban Schools; Grade 3; Learner Engagement; Cooperative Learning; Second Language Learning; English (Second Language); Story Telling; Learning Activities; Language Proficiency; Technology Uses in Education; Computer Mediated Communication; Learning Strategies; Individual Differences; Oral Reading; Reading Fluency; Vocabulary Development; Scores; Student Surveys; Likert Scales; Multimedia Materials; Student Developed Materials; Statistical Analysis; Interviews; Measures (Individuals); Qualitative Research; Taiwan; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? Ausland; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 03; 3. Schuljahr; Schuljahr 03; Kooperatives Lernen; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Lernaktivität; Language skill; Language skills; Sprachkompetenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computerkonferenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Individueller Unterschied; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Wortschatzarbeit; Schülerbefragung; Likert-Skala; Statistische Analyse; Interviewing; Interviewtechnik; Messdaten; Qualitative Forschung
Abstract	English proficiency difference among students is a challenging pedagogical issue in EFL classrooms worldwide. Collaborative digital storytelling has been adopted in language learning settings to increase motivation and engagement, especially for young learners. However, it remains unknown whether students of different proficiency levels can equally benefit from this collaborative approach. Thus, this study implemented a 17-month technology-enhanced collaborative storytelling activity and examined young students' pair performance, flow perception, and learning strategies in relation to students' English proficiency level. The students' proficiency level was found to be an influencing factor of their engagement patterns, use of learning strategies, and pair performance. These findings support the low-threshold-high-ceiling principle, suggesting that collaborative activities should ensure students of different proficiency share the same goals, while allowing different types of participation to maximize their engagement. It is hoped that the findings and pedagogical suggestions can address the issue of proficiency differences in EFL classrooms and serve as a reference for future research of EFL collaborative storytelling activities. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01