The Effect by Using iMovie on Creative Writing Motivation

- A Case Study in Chaoyang University of Technology

Presentator: Shin-Yi Liao

Instructor: Dr. Pi-Ying Hsu

Date: January 5, 2009

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I. Introduction

II. Literature Review

III. Methodology

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CONTENTS

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INTRODUCTION

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The finding shows that the average score of listening, speaking, reading, and writing test is 5.59 (total is 9.0), especially the average of writing ability of Taiwan’s students is 5.18.

(IELTS, 2007)

Background of the Study

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INTRODUCTION

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To arouse the learner‘s writing motivation To activate the learner‘s critical thinking To motivate the learner‘s writing creativity To enhance the learner‘s writing skill

Purpose of the Study

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INTRODUCTION

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Motivation

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INTRODUCTION

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Research Question

Can iMovie enhance the creative writing motivation on graduate three and four undergraduate students in CYUT?

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INTRODUCTION

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There is no difference between the pre-test of the use of iMovie on creative writing motivation and the post-test of the use of iMovie on creative writing motivation.

Hypothesis

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“Students from some cultures will be unfamiliar with this style of writing for school purposes, or see the topics as inappropriate in an academic environment. However, aspects of this process, such as reading responses, journal-keeping, and quickwriting, are more and more common in the ESL/ EFL writing classroom.”

(Nunan D., 2003, p.91)

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LITERATURE REVIEW

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Background of Creative Writing

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LITERATURE REVIEW

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1. Cognition2. Critical thinking3. Function 4. Express their own ideas5. Writing process

1. Grammatical accuracy2. Correct organization3. Content4. Given topics5. Writing production

Creative Writing vs. Academic Writing

Comparison

(Nunan D., 2003, p.89)

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LITERATURE REVIEW

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Theoretical Framework

Motivation for the Cognitive perspectives

CALL helps comprehensible input Application on iMovie

The Process Writing Approach

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The construct of motivation:

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LITERATURE REVIEW

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Motivation for the Cognitive Perspectives

(a) the need for exploration

(b) the need for manipulation

(c) the need for activity

(d) the need for stimulation

(e) the need for knowledge

(f) the need for ego enhancement

(Ausubel,1968, p.368-379)

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LITERATURE REVIEW

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The Process Writing Approach

Brainstorming

Wordmapping

Quickwriting Drafting Feedback Revising

Proofreading

Editing

(Nunan D., 2003, p.97-98)

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“Such comprehensible input is available as selected written texts, audio and video in CALL materials designed for language learners.”

(Chapelle, 2005)

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LITERATURE REVIEW

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CALL Helps Comprehensible Input

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LITERATURE REVIEW

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Learning Material Development

Learning Management System

Computer Science

Information Technology

Application on iMovie

(Ting, Y. L., & Tai, Y., 2004)

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METHODOLOGY

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Design

Subjects English majored in grade 3 & 4 undergraduate students

Place Department of Applied Foreign Languages of Chaoyang University of Technology (CYUT)

Course Multimedia and English Teaching & Learning

Duration One semester (2009/02/18-2009/06/10) / Monday 12:30-3:30

Data Analysis T-test

Instrrments Quantitative: observation + semi- structured interviewQualitative: experiment + 1-5 Likert Scale Questionnaire

Websites www.zimmertwins.com www.wikispaces.com/site/for/teacherse-portfolio in CYUT

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Proscedure

METHODOLOGY

Pre-test

Post-test

Data Analysis

Pilot Study

Post - Questionnaire

Semi-structured Interview

Experiment

Observation

Pre- Questionnaire

Result

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METHODOLOGY

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Proscedure

iMovie

Wikispace

E-portfolio

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