Writing Wordless Picture Books to Facilitate English Writing
Title
Writing Wordless Picture Books to Facilitate English Writing
Writing Wordless Picture Books to Facilitate English Writing
Keywords: Wordless picture books; English writing; creative writing; English learning
Authors
Yi-Ching Huang
Central Taiwan University of Science and Technology
getyiching@yahoo.com
Yi-Ching Huang
Central Taiwan University of Science and Technology
getyiching@yahoo.com
Bio Data
Yi-Ching Huang is an assistant professor in the Department of Applied Foreign Languages at Central Taiwan University of Science and Technology in Taiwan. Her Interest include English teaching and English for Specific Purposes. She teachers class in English composition, English reading and ESP (Journalistic English, Business English).
Abstract
This study attempted to examine the extent to which students in the Department of Applied English in one selected university learn to sustain their English writing by using wordless picture books, and the effectiveness of using wordless picture books in terms of students English language learning. In this study, a qualitative case study methodology was used to gather data from the perspectives of the participants involved. This study employed the following techniques to collect data in this study: 1) teacher observations of student participation in whole-class and small-group activities; 2) students writing sample; 3) informal interviews; 4) class presentations; 5) pre-test writing sample; 6) students reflective writing; and 7) questionnaires. The benefits of using wordless picture books showed that students improved their visual literacy and oral to written expression, promoted their creative writing and thinking skills, and enhanced their enjoyment of the writing process. Limited oral language skills and lack of time for teachers to teach and evaluate the writing process were examined in depth for this research question. Based on the data and observation, this study highly endorsed the use of wordless picture books to improve student writing.
This study attempted to examine the extent to which students in the Department of Applied English in one selected university learn to sustain their English writing by using wordless picture books, and the effectiveness of using wordless picture books in terms of students English language learning. In this study, a qualitative case study methodology was used to gather data from the perspectives of the participants involved. This study employed the following techniques to collect data in this study: 1) teacher observations of student participation in whole-class and small-group activities; 2) students writing sample; 3) informal interviews; 4) class presentations; 5) pre-test writing sample; 6) students reflective writing; and 7) questionnaires. The benefits of using wordless picture books showed that students improved their visual literacy and oral to written expression, promoted their creative writing and thinking skills, and enhanced their enjoyment of the writing process. Limited oral language skills and lack of time for teachers to teach and evaluate the writing process were examined in depth for this research question. Based on the data and observation, this study highly endorsed the use of wordless picture books to improve student writing.
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See pages: 20-38
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[/private]Category: Monthly Editions, Volume 38
