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首页> 外文会议>International conference on games and learning alliance >Infusing Multimodal Tools and Digital Storytelling in Developing Vocabulary and Intercultural Communicative Awareness of Young EFL Learners
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Infusing Multimodal Tools and Digital Storytelling in Developing Vocabulary and Intercultural Communicative Awareness of Young EFL Learners

机译：在开发的词汇和跨文化交流对年轻EFL学习者的跨文化传播意识​​中造成多模工具和数字讲故事

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This paper outlines the process of introducing a pilot EFL (English as a Foreign Language) project to 16, 5th graders in a Greek primary school. A multimodal learning environment was created so that learners could engage in a digital storytelling process. Both qualitative and quantitative data were collected (pre/post test, teacher/researcher's journal, semi-structured interviews with students). The effectiveness and applicability of the intervention on learners' vocabulary and intercultural understanding were examined. The results indicated the positive effects of the project on learners' communicative competence. Among the learning gains were the acquisition of topic-related vocabulary, the development of collaborative skills, as well as gains regarding intercultural understanding and digital literacy. Additionally, both teacher and learners' assumptions lead to the conclusion of an exciting learning experience, indicating that language learning was a motivating and intriguing process.
机译：本文概述了在希腊小学中将飞行员EFL（英语为外语）项目引入的过程，以16名，5年级学生。创建了多模式学习环境，使学习者可以参与数字讲故事过程。收集了定性和定量数据（预/后测试，教师/研究员的期刊，半结构化与学生采访）。检查了对学习者词汇和跨文化理解的干预的有效性和适用性。结果表明，项目对学习者交际能力的积极影响。学习收益是收购与主题相关的词汇，协同技能的发展，以及关于跨文化理解和数字识字的提升。此外，老师和学习者的假设都会导致令人兴奋的学习经历的结论，表明语言学习是一种激励和有趣的过程。

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