A Six-Stage Story Structure Approach for Elementary Students' Story Production: Quality, Interest, and Attitude
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| Title: | A Six-Stage Story Structure Approach for Elementary Students' Story Production: Quality, Interest, and Attitude |
|---|---|
| Language: | English |
| Authors: | Chen, Zhi-Hong (ORCID |
| Source: | Computer Assisted Language Learning. 2021 34(1-2):184-207. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Elementary School Students, Grade 5, Preadolescents, Writing Attitudes, Student Interests, Learning Strategies, Writing Skills, Story Grammar, Multimedia Materials, Paper (Material), Books, Story Telling, Creative Activities, Learning Motivation, Scaffolding (Teaching Technique), Foreign Countries |
| Geographic Terms: | Taiwan |
| DOI: | 10.1080/09588221.2019.1688354 |
| ISSN: | 0958-8221 |
| Abstract: | The purpose of this study is to investigate the influences of a six-stage story structure (4S) approach on elementary students' story production. To this end, the 4S approach was developed and realized in the form of paper-based and digital storybooks based on scaffolding theory. Specifically, the students learned the six-stage story structure (i.e. setting, theme, attempt, consequence, climax, and resolution) from a number of stories in the dual tasks (i.e. the use of digital storybook after the use of paper-based storybook) and then applied this structure to create their own stories. To address the influence of the 4S approach, forty-nine fifth-grade students participated in a quasi-experimental study for seven 40-minute sessions over 2 weeks. The students in the Experimental Group using the 4S approach were compared with those in the Control Group without the 4S approach. The findings revealed that the 4S approach helps students' story quality, interests, and attitudes. Some implications and limitations are also discussed in this paper. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1291458 |
| Database: | ERIC |
| Abstract: | The purpose of this study is to investigate the influences of a six-stage story structure (4S) approach on elementary students' story production. To this end, the 4S approach was developed and realized in the form of paper-based and digital storybooks based on scaffolding theory. Specifically, the students learned the six-stage story structure (i.e. setting, theme, attempt, consequence, climax, and resolution) from a number of stories in the dual tasks (i.e. the use of digital storybook after the use of paper-based storybook) and then applied this structure to create their own stories. To address the influence of the 4S approach, forty-nine fifth-grade students participated in a quasi-experimental study for seven 40-minute sessions over 2 weeks. The students in the Experimental Group using the 4S approach were compared with those in the Control Group without the 4S approach. The findings revealed that the 4S approach helps students' story quality, interests, and attitudes. Some implications and limitations are also discussed in this paper. |
|---|---|
| ISSN: | 0958-8221 |
| DOI: | 10.1080/09588221.2019.1688354 |
