Effects of individual versus group work on learner autonomy and emotion in digital storytelling

Liu, Ming Chi; Huang, Yueh Min; Xu, Yo Hsin

doi:10.1007/s11423-018-9601-2

Cited by 52 publications

(37 citation statements)

References 34 publications

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“…Our review further found learner-internal features of FLAR interventions. Five studies used performance such as drama ( Sağlamel and Kayaoğlu, 2013 ; Galante, 2018 ; Uştuk and Aydın, 2018 ; Kwiecień-Niedziela et al, 2020 ) or digital storytelling ( Liu et al, 2018 ), five involved strategies ( Alrabai, 2015 ; Mostafavi and Vahdany, 2016 ; He, 2017 ; Tsiriotakis et al, 2017 ; Bielak, 2018 ), four interventions used counseling and training ( Abood and Abu-Melhim, 2015 ; Kralova et al, 2017 , 2018 ; Toyama and Yamazaki, 2019 ), and four used mood boosters such as meditation ( Scida and Jones, 2017 ), music ( Shimbo, 2008 ), gaming ( Wei et al, 2018 ), and web-based L2 exercises ( Bashori et al, 2020 ).…”

Section: Resultsmentioning

confidence: 99%

“…Interventions including performance such as drama or digital storytelling are grouped into this type. We found four studies with the drama technique ( Sağlamel and Kayaoğlu, 2013 ; Galante, 2018 ; Uştuk and Aydın, 2018 ; Kwiecień-Niedziela et al, 2020 ) and one with cooperative digital storytelling ( Liu et al, 2018 ). The effectiveness of drama intervention remains unclear.…”

Section: Resultsmentioning

confidence: 99%

“…None of the drama intervention studies showed a significant within- and between-group difference; we found only partial evidence. In contrast, the study of Liu et al (2018) is an excellent example of an intervention that can boost personal mood and enhance student–student communication. They hypothesized that students working cooperatively would gain greater knowledge and less FLA than those working individually.…”

Section: Resultsmentioning

confidence: 99%

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Classroom Interventions and Foreign Language Anxiety: A Systematic Review With Narrative Approach

Toyama

Yamazaki

2021

Front. Psychol.

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Experimental studies have developed, conducted, and evaluated classroom interventions for foreign language anxiety (FLA) reduction. However, various characteristics of those classroom interventions make it difficult to synthesize the findings and apply them to practice. We conducted what is, to the best of our knowledge, the first systematic review on educational interventions for FLA. Six criteria were established for inclusion of studies. Using English keywords, we identified 854 potentially eligible studies through ProQuest and Scopus, 40 of which were finally included. All included studies were published from 2007 to 2020. The studies differed in type of intervention, duration of intervention, and scale to measure FLA. Our systematic review resulted in seven features of classroom interventions, categorized as student–student interactions, student-teacher interactions, self-management, and mood boosters; we also categorized interventions as either individual or interactional.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Classroom Interventions and Foreign Language Anxiety: A Systematic Review With Narrative Approach

Toyama

Yamazaki

2021

Front. Psychol.

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“…Based on the approaches to the allocation of organizational-pedagogical conditions, training opportunities and education opportunities in the content, forms, methods, and logistics of the teaching process, we have prepared a monograph, which discusses the concept of autonomous learning activities, approaches to its organization in the educational process, given the foreign experience, the authors' concept of autonomous learning activities (Liu, Huang, & Xu, 2018). When preparing teachers for the introduction of autonomous educational activities of students into the educational process, in addition to seminars, open classes, these monographs were recommended to them for additional information, for additional familiarization with the problem under consideration.…”

Section: Resultsmentioning

confidence: 99%

Autonomous Educational Activities In The Educational Process Of The University

Buhteeva¹,

Rabadanova²,

Sinitsina³

et al. 2020

European Proceedings of Educational Sciences

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“…In the English language classroom, group activity is common. This is because group activity is argued to have several benefits, such as improving learner autonomy (Liu, Huang, & Xu, 2018;Rashid, Mohamed, Rahman, & Shamsuddin, 2017), motivation to learn (Costley & Lange, 2018) and oral proficiency and interactional competence (Assalihee, Boonsuk, Bakoh, & Sano, 2019;Namaziandost, Esfahani, Nasri, & Mirshekaran, 2018;Wang, An, & Wright, 2018) as the learners communicate with one another in the group. However, all these positive aspects of group activity are achievable only if the group work process is well developed.…”

Section: Introductionmentioning

confidence: 99%

A Perspective Evaluation of Group Work in English Language Classroom

Alali

Rashid

Al-Smadi

2020

International Journal of English Language and Literature Studie

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Group work English language learning University students Jordan Collaborative learning Student centred approach 21 st century pedagogy Peer collaboration Student-teacher interaction. This paper provides insights into how Jordanian university students perceive their experiences in learning English through group work activities. A total of 55 students of Mutah University who learn English as a preparation for their TOEFL examination took part in this quantitative study which was carried out in the first semester of the 2019 academic year. The respondents are from different majors, such as Business Administration and International Relations. Data were collected through three sets of questionnaires with a 5 point Likert scale which focused on the learner perspectives regarding the use of group work for English language learning, the student-peer collaboration, and the student-teacher collaboration involved in the group work activities. Descriptive statistics involving frequency counts and percentage were used to analyze the data. The findings revealed that the majority of the students had positive views regarding the use of group work for language learning. They were also satisfied with the collaboration with their peers and the teacher throughout the group work activities. However, in comparison, the student-peer collaboration is perceived as less positive than the student-teacher collaboration. This study concludes that group work is favoured by the students but for the group work to be successful, their collaborative skills need to be improved. Contribution/ Originality: This study contributes to the current understanding of the student-centered approach to language learning which is currently at its infancy in the Jordanian education system. It also provides insights into the relevancy of group work activities in the context of English as a Foreign language (EFL) classroom.

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Effects of individual versus group work on learner autonomy and emotion in digital storytelling

Cited by 52 publications

References 34 publications

Classroom Interventions and Foreign Language Anxiety: A Systematic Review With Narrative Approach

Classroom Interventions and Foreign Language Anxiety: A Systematic Review With Narrative Approach

Autonomous Educational Activities In The Educational Process Of The University

A Perspective Evaluation of Group Work in English Language Classroom

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