Promoting autonomy and ownership in students studying English using digital comic performance-based learning

In traditional learning, students passively absorb the materials provided by their teachers or textbooks. Thus, their learning autonomy is insufficient, and this affects learning motivation. Students find it difficult to absorb the knowledge taught in a classroom and apply it to real life. We combin...

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Bibliographic Details
Published in:Educational technology research and development 2018-08, Vol.66 (4), p.955-978
Main Authors: Chen, Gwo-Dong, Fan, Cheng-Yu, Chang, Chih-Kai, Chang, Yun-Hsuan, Chen, Yen-Hua
Format: Article
Language:English
Subjects:
Comedy
Competency based education
Control Groups
Conventional Instruction
DEVELOPMENT ARTICLE
Drama
Education
Educational psychology
Educational Technology
Elementary education
Elementary School Students
English (Second Language)
English as a second language
Equipment and supplies
Experimental Groups
Foreign Countries
Grade 5
Learning and Instruction
Methods
Motivation
Personal Autonomy
Program Effectiveness
Questionnaires
Second Language Instruction
Second language learning
Student Attitudes
Students
Teaching
Teaching Methods
Technology Uses in Education
Visual Aids
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Summary:In traditional learning, students passively absorb the materials provided by their teachers or textbooks. Thus, their learning autonomy is insufficient, and this affects learning motivation. Students find it difficult to absorb the knowledge taught in a classroom and apply it to real life. We combined situated learning and learning through drama to help realize students' autonomy and ownership. A situational learning system using a comic play was devised to help students learn through scriptwriting in groups. When learning through drama, the visual aids on stage can provide students with a sense of immersion, which strengthens their knowledge application. This method was applied during English-language courses of fifth-grade students at an elementary school in Taiwan. Students' questionnaire responses demonstrated that using this system helped their autonomous learning. The students' sense of identification with their own work and their learning impressions were substantially improved. Examination results of the students from the experimental group were significantly higher from those from a control group taught using traditional teaching methods.
ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-018-9597-7