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Tytuł pozycji:

Task-Based Language Learning through Digital Storytelling in a Blended Learning Environment

Tytuł :
Task-Based Language Learning through Digital Storytelling in a Blended Learning Environment
Autorzy :
Meri-Yilan, Serpil (ORCID 0000-0003-1132-568X)
Źródło :
Research-publishing.net. 8 pp.
Dostępność :
Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED607145">https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED607145
Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: ; Web site: http://research-publishing.net
Recenzowane naukowo :
Y
Data publikacji :
2020
Deskryptory :
Task Analysis, Blended Learning, Teaching Methods, Oral Language, Second Language Instruction, Second Language Learning, Story Telling, College Students, Computer Mediated Communication, Peer Relationship, Student Attitudes, Classroom Communication, Comparative Analysis, Speech Communication, Foreign Countries, English (Second Language)
Abstractor :
As Provided
Liczba referencji :
-1
Język :
English
Liczba stron :
8
Education Level :
Higher Education; Postsecondary Education
Typ publikacji :
Speeches/Meeting Papers; Reports - Research
Kod czasopisma :
OCT2020
Data wpisu :
2020
Numer akcesji :
ED607145
This study investigated Task-Based Language Learning (TBLL) through Digital StoryTelling (DST) in a blended learning environment. Twenty-six Turkish university-level students prepared a DST individually and shared it with their peers in an online discussion platform. Each evaluated and graded others' DST performance based on an assessment scale. After this, they performed their stories in the classroom and similarly assessed their peer's performances. Ultimately, they were asked to give their self-reflection on the pros and cons of performing tasks online and in the classroom. Findings showed that TBLL through DST was more favoured than storytelling in the classroom and helped them to improve their speaking skills. The study suggested DST could be a positive approach in language learning and should be explored further in other language skills and multiple contexts. [For the complete volume, "Education 4.0 Revolution: Transformative Approaches to Language Teaching and Learning, Assessment and Campus Design," see ED607129.]

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