Exploring the Impact of Visual Thinking Strategies on Secondary EFL Students' L2 Writing Development : With the Use of a Picture Book
Exploring the Impact of Visual Thinking Strategies on Secondary EFL Students' L2 Writing Development: With the Use of a Picture Book
- 주제(키워드) visual literacy , picture book , secondary EFL , L2 writing
- 발행기관 고려대학교 대학원
- 지도교수 어도선
- 발행년도 2018
- 학위수여년월 2018. 8
- 유형 Text
- 학위구분 석사
- 학과 대학원 영어교육학과
- 원문페이지 135 p
- 실제URI http://www.dcollection.net/handler/korea/000000082138
- UCI I804:11009-000000082138
- DOI 10.23186/korea.000000082138.11009.0000863
- 본문언어 영어
- 제출원본 000045954471
초록/요약
The current research examined whether the frequently used visual literacy teaching strategies called Visual Thinking Strategies (VTS) can improve Korean EFL secondary students’ L2 writing. With the use of content analysis, this research explored in what ways guided artwork discussions on a picture book can enhance visual understanding, critical thinking skills and interpretive L2 writing skills. The research was conducted in a form of book club discussions at a local middle school located in a metropolitan city. The participants were second graders and third graders, who volunteered to participate in book club discussions every Monday after school. Research results, especially the participants’ L2 writing samples, corroborated that the students were able to think based on visual clues. The teacher-researcher led the discussions by incorporating VTS, while pointing out significant visual elements and allowing time for the students to share various viewpoints. During discussions, the focal students pieced together the jigsaw of the images and articulated their thoughts in English, during which time they learned to take risks and to make mistakes in using a foreign language. Their insightful comments and improved L2 writing imply how critical/aesthetic thinking skills can be enhanced through continued visual practices in a secondary EFL setting. Most importantly, this research verified that critical thinking skills developed in L1 can be transferred to L2 writing improvement in a more engaging way.
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Table of Contents
1. INTRODUCTION 1
1.1. Research Backgrounds 1
1.2. Problem Statement and Research Questions 7
2. LITERATURE REVIEW 11
2.1. Visual Literacy as a Springboard to Improve Writing Fluency 11
2.1.1. Visual Literacy and Its Uses in Literacy Classrooms 11
2.1.2. Visual Literacy and Its Contribution to Writing Improvement in L1 Contexts 17
2.1.3. Visual Literacy in EFL Settings 19
2.2. Visual Thinking Strategies (VTS) 21
2.2.1. VTS and Its Contribution to Aesthetic Development and Critical Thinking Transfer 21
2.2.2. VTS and Its Contribution to Writing Abilities 24
2.3. Picture Books and Visual Literacy 26
2.3.1. The Value of Picture Books in Developing Visual and Verbal Literacy 26
2.3.2. How Picture Books Are Used in EFL Contexts 30
3. METHOD AND RESEARCH DESIGN 33
3.1. Context and Participants 33
3.2. Picture Book Selection Criteria 37
3.3. Data Collection 38
3.4. Data Analysis 41
4. RESULT
4.1. Teacher Facilitation and Student Verbal/Written Responses 44
4.1.1. Pinpointing 44
4.1.1.1. Factual responses and picking up new words 44
4.1.1.2. Learning visual grammar in English 45
4.1.1.3. From factual to critical understanding 46
4.1.2. Paraphrasing 48
4.1.2.1. Assisting EFL learners’ language development 48
4.1.2.2. Prompting higher level of thinking 50
4.1.3. Linking and Extending Ideas 53
4.1.3.1. Showing the interaction of different ideas 53
4.1.3.2. Extending ideas and searching for new ideas 55
4.2. Student Dynamics and Student Writing 61
4.2.1. Unconscious Facilitation 61
4.2.2. Direct Facilitation 64
4.2.3. Direct Question and Explanation 69
4.2.4. Negotiation 71
4.2.4.1. Merging different ideas 71
4.2.4.2. Excluding different ideas 73
4.2.4.3. Revising the ideas 76
4.3. Improvement in Visual Thinking and Its Contribution to L2 Writing 80
4.3.1. Overall Changes in L2 Writing 80
4.3.2. Students’ Written Responses 81
4.3.2.1. Texts by June 82
4.3.2.2. Texts by Sun 83
4.3.2.3. Texts by Minju 84
4.3.2.4. Texts by Bum 85
4.3.2.5. Texts by Hyun 86
5. DISCUSSION 89
5.1. Teacher’s Role in Group Discussions 90
5.2. Group Discussion as a Springboard for Collaborative Idea Generation 92
5.3. Picture Book as a Medium to Teach Verbal and Visual Literacy 93
5.4. Visual Practices and Their Contribution to L2 Writing 95
5.5. From VTS to Critical Thinking Skills and Language Development 96
5.6. Picture Books as a Tool to Teach Difficult Issues 97
5.7. Limitation of Research 98
6. CONCLUSION 100
REFERENCES 104
APPENDICES 117
