The effects of an online student question-generation strategy on elementary school student English learning

Fu-Yun Yu, Yu Ling Chang, Hui Ling Wu

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

Recognizing the potential of online student question-generation to engage language learners in communicative activities and use the target language in a personally meaningful way for language and learning motivation development, an experimental study examining the English learning effects of this approach, in comparison to an online drill-and-practice strategy, was conducted. A quasi-experimental research design was adopted. Four sixth-grade classes (N = 106) participated in this study and were randomly assigned to different treatment groups. An online learning system supporting the various learning activities was adopted. The results of analysis of covariance (ANCOVAs) showed that students in the online student question-generation group performed significantly better in English assessments and exhibited higher learning motivation than those in the contrast group. The significance of this study and suggestions for instructional implementation and future works are also presented.

Original languageEnglish
Article number24
JournalResearch and Practice in Technology Enhanced Learning
Volume10
Issue number1
DOIs
Publication statusPublished - 2015 Dec 1

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elementary school
learning motivation
Learning
Students
language
Language
learning
learning success
Group
student
Motivation
Research Design
research planning
Learning systems
Online Systems
Mandrillus
Therapeutics
Online learning
Research design
Learning effect

All Science Journal Classification (ASJC) codes

  • Education
  • Social Psychology
  • Media Technology
  • Management of Technology and Innovation

Cite this

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The effects of an online student question-generation strategy on elementary school student English learning. / Yu, Fu-Yun; Chang, Yu Ling; Wu, Hui Ling.

In: Research and Practice in Technology Enhanced Learning, Vol. 10, No. 1, 24, 01.12.2015.

Research output: Contribution to journalArticle

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