Digital Entrepreneurial Storytelling with New Media in a COVID-19 Landscape: An EFL Teaching Model.
Digital Entrepreneurial Storytelling with New Media in a COVID-19 Landscape: An EFL Teaching Model.
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COVID-19 背景下用新媒体讲述数字创业故事：EFL 教学模式。
DOI：
10.1109/iciet51873.2021.9419628
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Debopriyo Roy
中科院分区：
文献类型：
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作者：
藤岡真由美;伊藤由紀子;Debopriyo Roy
在以构建知识经济为重点的工作类型中，基于英语项目的语言学习（PBLL）文献仍然存在真空。通过这项试点研究，我们提出了一种混合的教学类型，包括软硬内容语言综合学习（CLIL）平台中的技术交流和创业思维（ET）。这里讨论的试点项目旨在通过在技术写作和设计环境中使用新媒体的四个数字故事（DS）作业，促进语言课堂中的ET。该项目通过DS作业和他们对任务和软件使用的整体感知的自我报告来衡量学生的整体表现。研究的内容领域是针对市场上与COVID-19相关的颠覆性技术。初步结果表明，学生大多能够进行必要的内容研究，并成功地表达了DS练习的信息。然而，结果也表明了多次迭代的重要性，这可能会帮助学生在完成练习时重视所提供的指导方针的重要性。观察到学生对DS练习和使用的软件工具的满意度水平与实际表现结果之间存在不匹配。
There is still a vacuum in EFL project-based language learning (PBLL) literature for the type of work that is focused on building the knowledge economy. With this pilot study, we propose a mix of pedagogical genres that includes technical communication and entrepreneurial thinking (ET) in a soft-hard content language integrated learning (CLIL) platform. The pilot project discussed here is aimed at promoting ET in language classroom using four digital storytelling (DS) assignments with new media in a technical writing and design context. The project measures students' overall performance with the DS assignments and self-reports of their overall perception of the tasks and use of the software. The content area studied is specific to the COVID-19 related disruptive technologies in the market. Preliminary results suggested that students were mostly capable of performing the necessary content research and represented the information successfully for the DS exercises. However, results also indicated the importance of multiple iterations that will likely help students value the importance of the instructional guidelines provided when completing the exercises. A mismatch was observed between students' levels of satisfaction with the DS exercises and software tools used, and actual performance outcomes.