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|Title:||The Effects of Storytelling on EFL Young Learners' Reading Comprehension and Word Recall|
Department of English, NTNU
This study investigated the effects of contextualized storytelling as a teacher intervention on EFL young readers’ reading comprehension and word recall. Drawing on Dual-Code Model and the multiple sensory approach, it was hypothesized that the multi-sensory approach, by means of storytelling, would be a better intervention than Dual-code Model in EFL reading and word retention. To test the hypothesis, 72 sixth grade students from a public primary school in Taiwan were leveled and grouped into three modes of reading: text-only reading (Group C), illustration-supplemented reading based on Dual-Code Model (Group I), and story listening plus illustrated-text reading (Group S). Story retelling tests and word recall tests were administered to see the performance differences. The results indicated that the study group outperformed the other groups in story retelling though the same effect was not found in word recall. The less proficient learners gained slightly more from this approach than their proficient peers. It was suggested that the teacher might exploit contextualized storytelling to scaffold EFL reading. Issues for further study that looks into the long-term effects of storytelling on vocabulary learning, language development, and text processing are discussed.
|Appears in Collections:||英語教學|
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