| dc.description.abstract | English is one of the most universal languages in the world, but nowadays most English learning relies on traditional teaching methods. However, traditional teaching methods have many shortcomings, especially the lack of interactivity is a big problem. The drama teaching method has improved this problem and brought good interactivity and usefulness to learning. However, the past research has focused on learning in a single situation, but lacks the stimulation given by the environment, and therefore lacks the link of life experience. In addition, there is little research on the impact of drama behavior and creation on English learning in the real environment, allowing learners to use annotation to create scripts and perform in context. Therefore, this study developed a set of e-book annotation system (Vpen) for the English teaching of seventh-grade students in the middle school, so that learners can conduct mobile drama in real situations and explore their influence on English learning.
This research consisted of 48 students in the seventh grade of the middle school and divided into an experimental group (mobile drama learning) and control group (drama learning in a non-real situation) for a period of four weeks. The experimental results show that the experimental group is better than the control group in terms of learning achievement, and could maintain what they had learned longer.
The result found that annotation is not made by the learner themselves will let learner more difficult to understand the meaning of annotation, and the learner′s autodidacticism and use annotation help to improve the learning achievement. Also finds that the intonation and physical help the learner to recall and maintain what they had learned longer. It has also been found that voice annotations enable learners to maintain what they have learned more than text and image annotations. Finally, most experimental group learners believe that mobile drama is very helpful for English learning. | en_US |