Digital Storytelling Outcomes and Emotional Experience among Middle School EFL Learners: Robot‐Assisted versus PowerPoint‐Assisted Mode

Despite the widespread applications of robots in education, fewer attempts have been made to how robots help middle school students in English‐as‐a‐foreign‐language (EFL) contexts to tell stories, let alone the probe into student emotions. This mixed‐methods study, therefore, aimed to address these...

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Bibliographic Details
Published in:TESOL quarterly 2021-09, Vol.55 (3), p.994-1010
Main Author: Chen Hsieh, Jun
Format: Article
Language:English
Subjects:
Computer assisted language learning
Computer Software
Electronic Learning
Emotional Experience
Emotions
English (Second Language)
English as a second language learning
English Language Learners
Foreign Countries
Human-computer interaction
Instructional Effectiveness
Junior High Schools
Learning outcomes
Middle School Students
Middle schools
Positive Attitudes
Robotics
Robots
Second Language Instruction
Second Language Learning
Story Telling
Storytelling
Student Attitudes
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Summary:Despite the widespread applications of robots in education, fewer attempts have been made to how robots help middle school students in English‐as‐a‐foreign‐language (EFL) contexts to tell stories, let alone the probe into student emotions. This mixed‐methods study, therefore, aimed to address these concerns by focusing on digital storytelling outcomes, positive/negative affect, and learner perceptions as the result of different presentation modes (robot‐assisted versus PowerPoint‐assisted). With 52 third‐grade middle school students from two intact classes in a junior high school in Central Taiwan, the results from multiple data sources (pre‐/posttests, an emotion questionnaire, and interview) revealed the benefits of both presentation modes, yet the robot‐assisted mode was more advantageous in contributing to higher storytelling outcomes and more positive emotions. Despite the positive emotions experienced in both presentation modes, the results of the negative emotions were more mixed, as the students in both groups highlighted feeling scared and afraid in digital storytelling preparation and presentation. Suggestions based on the results of the study are provided.
ISSN:0039-8322
1545-7249
DOI:10.1002/tesq.3043