트랜스미디어 스토리텔링 기반 영어 글쓰기 활동 효과 연구
A study on the effect of transmedia storytelling-based learning activities on the improvement of English writing
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This research sought to examine the impact of transmedia storytelling-based learning activities on the English writing proficiency and the affective factors (interest, confidence, and class participation) of 31 college students. The participants engaged in the study by composing two essays (one general English writing and one transmedia storytelling-based English writing) and completing two questionnaires (one for affective factors and one for learning satisfaction). Upon analysis of paired-samples t-test and independent-samples t-test, the results showed that there were no statistically significant differences in English writing performance between the transmedia storytelling-based English writing and general English writing. However, concerning affective factors, there was a statistically significant difference in interest and class participation, with the exception of confidence, Furthermore, satisfaction with transmedia storytelling-based English learning activities varied based on English proficiency, notably demonstrating a statistically significant difference in relation to vocabulary learning. The study concludes by discussing possible directions for further research and acknowledging the limitation of the study. (156 words)
Abstract
This research sought to examine the impact of transmedia storytelling-based learning activities on the English writing proficiency and the affective factors (interest, confidence, and class participation) of 31 college students. The participants engaged in the study by composing two essays (one general English writing and one transmedia storytelling-based English writing) and completing two questionnaires (one for affective factors and one for learning satisfaction). Upon analysis of paired-samples t-test and independent-samples t-test, the results showed that there were no statistically significant differences in English writing performance between the transmedia storytelling-based English writing and general English writing. However, concerning affective factors, there was a statistically significant difference in interest and class participation, with the exception of confidence, Furthermore, satisfaction with transmedia storytelling-based English learning activities varied based on English proficiency, notably demonstrating a statistically significant difference in relation to vocabulary learning. The study concludes by discussing possible directions for further research and acknowledging the limitation of the study. (156 words)
참고문헌 (17)
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