TY - GEN
T1 - The Effect of Revision-Making of Contextualized Student-Generated Questions on University Students’ English Grammar Learning Performance
AU - Lin, Chih Chung
AU - Yu, Fu Yun
N1 - Publisher Copyright:
© 2023 Asia-Pacific Society for Computers in Education.
PY - 2023/12
Y1 - 2023/12
N2 - There is a great deal of research supporting the application of student-generated questions (SGQ) to English curriculums, and recent studies have found L2 learners to benefit further from an elaborated SGQ approach — contextualized SGQ (cSGQ), which leverages the provision of a context for students to base on their generated questions. Previous research has also proved the advantages of making revision on English learner’s writing proficiency but its relevance to English grammar learning is yet to be exploited. Thus, the present study aimed to investigate the effect of cSGQ learning tasks combined with the practice of making revision of the given context on L2 learners’ English grammar learning performance. A pre- and post-test quasi-experimental research design was adopted, and 88 university students enrolling in freshman English class were invited to participate. The results showed that students in the cSGQ-revision group outperformed those not given the opportunity to make revision in both linguistic knowledge and pragmatic understanding.
AB - There is a great deal of research supporting the application of student-generated questions (SGQ) to English curriculums, and recent studies have found L2 learners to benefit further from an elaborated SGQ approach — contextualized SGQ (cSGQ), which leverages the provision of a context for students to base on their generated questions. Previous research has also proved the advantages of making revision on English learner’s writing proficiency but its relevance to English grammar learning is yet to be exploited. Thus, the present study aimed to investigate the effect of cSGQ learning tasks combined with the practice of making revision of the given context on L2 learners’ English grammar learning performance. A pre- and post-test quasi-experimental research design was adopted, and 88 university students enrolling in freshman English class were invited to participate. The results showed that students in the cSGQ-revision group outperformed those not given the opportunity to make revision in both linguistic knowledge and pragmatic understanding.
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M3 - Conference contribution
AN - SCOPUS:85181764071
T3 - 31st International Conference on Computers in Education, ICCE 2023 - Proceedings
SP - 369
EP - 374
BT - 31st International Conference on Computers in Education, ICCE 2023 - Proceedings
A2 - Shih, Ju-Ling
A2 - Kashihara, Akihiro
A2 - Chen, Weiqin
A2 - Chen, Weiqin
A2 - Ogata, Hiroaki
A2 - Baker, Ryan
A2 - Chang, Ben
A2 - Dianati, Seb
A2 - Madathil, Jayakrishnan
A2 - Yousef, Ahmed Mohamed Fahmy
A2 - Yang, Yuqin
A2 - Zarzour, Hafed
PB - Asia-Pacific Society for Computers in Education
T2 - 31st International Conference on Computers in Education, ICCE 2023
Y2 - 4 December 2023 through 8 December 2023
ER -