트랜스미디어 스토리텔링 아카이브 구축 및 활용을 통한 영어교육 수업 모형 개발 연구
A study on the development of an English classroom instructional model through the construction and application of transmedia storytelling archive
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This study aims to develop an instructional model utilizing a transmedia storytelling archive and to investigate its educational impact by examining changes in study motivation, interest, and selfconfidence in English classes before and after the implementation of the model. Over a period of seven weeks, 28 college students participated in English instruction incorporating the transmedia storytelling archive. They completed questionnaires and participated in interviews to assess the model’s effects. Analysis of the questionnaire data indicated an increase in study interest following the classes, although no significant change was observed in self-confidence. Regarding motivation, only the lower proficiency group demonstrated an increase in ideal L2 self, while ought-to L2 self showed no change. In contrast, for higher proficiency group, there were no significant changes in either their ideal L2 self or ought-to L2 self before and after the classes. The interview results aligned with the questionnaire findings. Pedagogical implications and suggestions for future research will be discussed.
Abstract
This study aims to develop an instructional model utilizing a transmedia storytelling archive and to investigate its educational impact by examining changes in study motivation, interest, and selfconfidence in English classes before and after the implementation of the model. Over a period of seven weeks, 28 college students participated in English instruction incorporating the transmedia storytelling archive. They completed questionnaires and participated in interviews to assess the model’s effects. Analysis of the questionnaire data indicated an increase in study interest following the classes, although no significant change was observed in self-confidence. Regarding motivation, only the lower proficiency group demonstrated an increase in ideal L2 self, while ought-to L2 self showed no change. In contrast, for higher proficiency group, there were no significant changes in either their ideal L2 self or ought-to L2 self before and after the classes. The interview results aligned with the questionnaire findings. Pedagogical implications and suggestions for future research will be discussed.