TY - GEN
T1 - The Design and Effects of Online Contextual Student-Generated Questions for English Grammar Learning
AU - Lin, Chih Chung
AU - Yu, Fu Yun
N1 - Funding Information:
This study was supported by the Ministry of Science and Technology in Taiwan (MOST 108-2511-H-006-007-MY3).
Publisher Copyright:
Copyright 2021 Asia-Pacific Society for Computers in Education. All rights reserved.
PY - 2021/11/22
Y1 - 2021/11/22
N2 - While academicians and practitioners both come to realize the positive effects of student-generated questions on learning and the importance of contextual learning for the teaching and learning of English grammar, the approach of combining the two is yet to be explored. In this study, a contextual student-generated question task is designed by providing a context for students to base their question-generation activities on. To examine the effect of the devised approach on student learning of English grammar and task performance, a quasi-experimental research study was conducted in two sections of a university English course (N = 95). The results of analysis of covariance showed that the group with and without a given context for question-generation activities did not differ in grammar learning performance, but the results of analysis of variance found the students in the experimental group (i.e., contextual student-generated questions) outperformed those in the comparison group (i.e., student-generated questions) in task performance in both fluency and flexibility dimensions.
AB - While academicians and practitioners both come to realize the positive effects of student-generated questions on learning and the importance of contextual learning for the teaching and learning of English grammar, the approach of combining the two is yet to be explored. In this study, a contextual student-generated question task is designed by providing a context for students to base their question-generation activities on. To examine the effect of the devised approach on student learning of English grammar and task performance, a quasi-experimental research study was conducted in two sections of a university English course (N = 95). The results of analysis of covariance showed that the group with and without a given context for question-generation activities did not differ in grammar learning performance, but the results of analysis of variance found the students in the experimental group (i.e., contextual student-generated questions) outperformed those in the comparison group (i.e., student-generated questions) in task performance in both fluency and flexibility dimensions.
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M3 - Conference contribution
AN - SCOPUS:85122925912
T3 - 29th International Conference on Computers in Education Conference, ICCE 2021 - Proceedings
SP - 92
EP - 101
BT - 29th International Conference on Computers in Education Conference, ICCE 2021 - Proceedings
A2 - Rodrigo, Maria Mercedes T.
A2 - Iyer, Sridhar
A2 - Mitrovic, Antonija
A2 - Cheng, Hercy N. H.
A2 - Kohen-Vacs, Dan
A2 - Matuk, Camillia
A2 - Palalas, Agnieszka
A2 - Rajenran, Ramkumar
A2 - Seta, Kazuhisa
A2 - Wang, Jingyun
PB - Asia-Pacific Society for Computers in Education
T2 - 29th International Conference on Computers in Education Conference, ICCE 2021
Y2 - 22 November 2021 through 26 November 2021
ER -