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Let's play a game while writing.
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Zhou, Lin. - : University of Hawai'i at Manoa, 2020
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Abstract:
This is a design-based (Barab, 2014) research project with an ecological, dialogical, and distributed cognitive (EDD) (Linell, 2009; van Lier, 2004; Thibault, 2011) theories-driven design of learning environment enriched by an online pedagogical drama game. The games, Finding Jolin’s Way Home (first and third iteration) and God of Time (second iteration), were designed as part of the writing process. The purpose of this research is to study the relationships between the EDD framework, an Internet pedagogical drama game-supported second language writing (English) process, and the implementation of a ten-day course. The course was built on a flipped classroom concept in which adolescent Chinese participants read teacher-chosen articles about a socio-political topic before three-hour face-to-face sessions consisting of group discussion, a game session, and a timed-writing session. Three iterations of design and implementation were completed in July 2017, July 2018, and July 2019, respectively. A parallel comparison between the computer pedagogical drama-game engendered group discussions and group discussions guided by discussion questions showed that the former demonstrated students’ languaging behavior (Swain, 2009) in ways not found in the latter. Further findings show that first, second language writing pedagogies can be advanced by collaborating with gaming that is rooted in an ecological (van Lier, 2004) and dialogical approach (Linell, 2009) to language learning and use; second, students respond positively to such a language use-based, experience-oriented and process-focused second language writing course; and third, such a game-supported writing course is not only feasible in a large classroom, but also generates an authentic writing process that engages students in a series of languaging (Swain, 2006) activities including collaborative dialogue about socio-political issues embedded in the game and game quest planning which scaffolded critical thinking events such as formulating a clear point of view, evidence-finding, evidence explanation, and recognition of alternative points of view. Keywords: design-based research, pedagogical drama game, ecological linguistics, dialogical approach, distributed cognition, process writing, ; Ph.D.
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Keyword:
design-based research; dialogical approach; distributed cognition; ecological linguistics; Education; English as a second language; Language; pedagogical drama game; process writing
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URL: http://hdl.handle.net/10125/68922
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| 2 |
“So, that’s sort of wonderful”: The Ideology of Commitment and the Labor of Contingency
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In: The Journal of the Assembly for Expanded Perspectives on Learning (2020)
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Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos
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In: Reading Research Quarterly, vol 53, iss 4 (2018)
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A New Approach: Closing the Writing Gap By Using Reliable Assessment to Guide and Evaluate Cross-Curricular Argumentative Writing
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In: Theses and Dissertations (2016)
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IMPROVING SAUDI ENGLISH LEARNERS’ SECOND-LANGUAGE ACQUISITION IN ARGUMENTATIVE WRITING THROUGH SELF-REGULATED STRATEGY DEVELOPMENT
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Adapting the Process Writing Approach to English Language Learners with Special Needs: Using Visuals
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In: Master’s Theses and Projects (2015)
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The Relative Effect of Free-Expression Method on the Creativity Skill of Second Language Writers
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In: SoTL Commons Conference (2014)
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Longitudinal Relations Between Parental Writing Support and Preschoolers' Language and Literacy Skills
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| 10 |
Corpus distinguable Copeas T8 s102 lobby ; Distinguishable corpus Copeas T8 s102 lobby
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Ciekanski Maud; Chanier Thierry. - : Mulce (MULtimodal Corpus Exchange), 2009. : Universite Blaise Pascal, Clermont-Ferrand;France, 2009. : http://mulce.org, 2009
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Corpus distinguable Copeas T8 s102 lobby ; Distinguished corpus Copeas T8 s102 lobby
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Corpus distinguable Copeas T8 lobby s101 ; Distinguishable corpus Copeas T8 lobby s101
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Ciekanski Maud; Chanier Thierry. - : Mulce (MULtimodal Corpus Exchange), 2009. : Universite Blaise Pascal, 2009. : Clermont-Ferrand:France, 2009. : URL:http://mulce.org, 2009
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| 13 |
Academic Effects of Writer's Workshop
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In: Doctoral Dissertations and Projects (2008)
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| 14 |
Exploring the Epistemological Views of Advanced Student Writers during the Research Paper Process
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In: Middle-Secondary Education and Instructional Technology Dissertations (2007)
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| 15 |
Dwelling in a Pedagogy of In-Between: A Phenomenological Study of Teachers of Writing
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| 16 |
Das Prognoserisiko von Risikoprognosen - eine Chance für "Risikokinder"?
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In: Hofmann, Bernhard [Hrsg.]; Sasse, Ada [Hrsg.]: Übergänge. Kinder und Schrift zwischen Kindergarten und Schule. Berlin : Deutsche Gesellschaft für Lesen und Schreiben 2005, S. 146-171. - (DGLS-Beiträge; 3) (2005)
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The effect of continuous process improvement on business writing ability.
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| 18 |
Utilizing the writing process approach with English as a second language writers: a case study of five fifth grade ESL Arab students
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