Input Type Effects On Students’ Written Narrative Responses
This pilot study examines the differences of second language learners’ written responses when they are given two different input types with similar content. One input was through written narrative or visual only input, where the learners need to read, and the other was a performed narrative or au...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Issues in Language Studies
2012
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/155/1/Input%20tye%20effect%20on%20students%27%20%28abstract%29.pdf http://ir.unimas.my/id/eprint/155/ |
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| Institution: | Universiti Malaysia Sarawak |
| Language: | English |
| Summary: | This pilot study examines the differences of second language learners’ written responses
when they are given two different input types with similar content. One input was through
written narrative or visual only input, where the learners need to read, and the other was a
performed narrative or audio-visual input, where learners need to watch. Learners were
then required to respond to the input by completing the narratives. Results showed that
there were no major discrepancies in terms of complete/incomplete storylines, length, and
number of dialogues, but revealed that the audio-visual input influenced learners more as
their responses have a stronger correspondence to the traits in the performance rather than
the written narrative |
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