Effects of individual versus group work on learner autonomy and emotion in digital storytelling
| Autor: | Yo Hsin Xu, Ming Chi Liu, Yueh-Min Huang |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
060201 languages & linguistics
Cooperative learning Digital storytelling media_common.quotation_subject 05 social sciences Foreign language Educational technology 050301 education 06 humanities and the arts Language acquisition Education 0602 languages and literature ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Learner autonomy Group work Psychology 0503 education Autonomy media_common |
| Zdroj: | Educational Technology Research and Development. 66:1009-1028 |
| ISSN: | 1556-6501 1042-1629 |
| DOI: | 10.1007/s11423-018-9601-2 |
| Popis: | Digital storytelling has been shown to be an effective tool in achieving learner autonomy during language learning. Studies have focused on providing students with multimedia authoring tools for unbinding their imagination when developing stories, but the complexity of digital story construction still presents a number of challenges to students. Anxiety about speaking a foreign language can have a debilitating effect on students’ autonomous behavior and learning performance. This study therefore introduced group work to relieve anxiety about exposing individual work to an entire class. An experiment was conducted with 55 sixth-grade students involved in a digital storytelling learning task, where 28 students worked individually and 27 cooperatively. The aim was to examine the effect of learner grouping pattern on learning outcomes, such as knowledge achievement, autonomy in language learning, and emotional experience. The students working cooperatively were discovered to outperform those working individually in all outcomes. |
| Databáze: | OpenAIRE |
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