Suggestion for an Innovative Way of Attracting EFL College-Level Students in Korea Using Transmedia Storytelling
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The purpose of the paper is to suggest an innovative way of attracting EFL college-level students, especially low-intermediate ones, in Korea. It is shocking that most low-intermediate students tend to give up English language learning in school. To help them restore their confidence, this study examined how to use the concept ‘transmedia storytelling’ (Jenkins, 2006, 2010). For this, three forms of media were used to teach the story Robinson Crusoe: a printed text, a movie and an animation. Each type of media had a different storyline. Fifteen students participated in the experiment, all with a TOEIC score of less than 500. For the first month, the participants read the written text and for the second month, they watched and discussed the movie and the animation. For the final month, they read the main text again. Multi-word units (MWU) are tested, especially fusion, with the main text before and after watching the movie and the animation. The second test (Q & A) was administered with the movie and the animation. Finally, the participants handed in comments about the use of transmedia storytelling. Results from the study indicate that about half became information seekers, not language learners.
Abstract
The purpose of the paper is to suggest an innovative way of attracting EFL college-level students, especially low-intermediate ones, in Korea. It is shocking that most low-intermediate students tend to give up English language learning in school. To help them restore their confidence, this study examined how to use the concept ‘transmedia storytelling’ (Jenkins, 2006, 2010). For this, three forms of media were used to teach the story Robinson Crusoe: a printed text, a movie and an animation. Each type of media had a different storyline. Fifteen students participated in the experiment, all with a TOEIC score of less than 500. For the first month, the participants read the written text and for the second month, they watched and discussed the movie and the animation. For the final month, they read the main text again. Multi-word units (MWU) are tested, especially fusion, with the main text before and after watching the movie and the animation. The second test (Q & A) was administered with the movie and the animation. Finally, the participants handed in comments about the use of transmedia storytelling. Results from the study indicate that about half became information seekers, not language learners.
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