Paper Info
Title
Student Engagement in Long-Term Collaborative EFL Storytelling Activities: An Analysis of Learners with English Proficiency Differences.
Abstract
English proficiency difference among students is a challenging pedagogical issue in EFL classrooms worldwide. Collaborative digital storytelling has been adopted in language learning settings to increase motivation and engagement, especially for young learners. However, it remains unknown whether students of different proficiency levels can equally benefit from this collaborative approach. Thus, this study implemented a 17-month technology-enhanced collaborative storytelling activity and examined young students' pair performance, flow perception, and learning strategies in relation to students' English proficiency level. The students' proficiency level was found to be an influencing factor of their engagement patterns, use of learning strategies, and pair performance. These findings support the low-threshold-highceiling principle, suggesting that collaborative activities should ensure students of different proficiency share the same goals, while allowing different types of participation to maximize their engagement. It is hoped that the findings and pedagogical suggestions can address the issue of proficiency differences in EFL classrooms and serve as a reference for future research of EFL collaborative storytelling activities.
Year
Venue
Keywords
2017
EDUCATIONAL TECHNOLOGY & SOCIETY
EFL,Storytelling,Engagement,Collaboration,Proficiency
Field
DocType
Volume
Language proficiency,Storytelling,Oral storytelling,Computer science,Language learning strategies,Digital storytelling,Student engagement,Pedagogy,Cooperative learning,Foreign language
Journal
20
Issue
ISSN
Citations 
3
1176-3647
3
PageRank 
References 
Authors
0.42
0
5
Name
Order
Citations
PageRank
Yun-Yin Huang130.75
Chen-Chung Liu249253.96
Yu Wang330.42
Chin-Chung Tsai42269164.88
Hung-Ming Lin531.43