Student Engagement in Long-Term Collaborative EFL Storytelling Activities: An Analysis of Learners with English Proficiency Differences

Yun-Yin Huang, Chen-Chung Liu, Yu Wang, Chin-Chung Tsai, Hung-Ming Lin

研究成果: 雜誌貢獻期刊論文同行評審

36 引文 斯高帕斯(Scopus)


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-high-ceiling 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.
頁(從 - 到)95-109
期刊Educational Technology and Society
出版狀態已發佈 - 2017