Effects of Wordless Picture Books and the Story Mapping Strategy on English Story Writing for Elementary School Students

• Main Authors: Hui-Lan Chang, 張慧蘭
• Other Authors: Ming-Tzu Liao
• Format: Others
• Language: en_US
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/05065077736558174936

碩士 === 國立高雄師範大學 === 英語學系 === 96 === The purpose of the study is to investigate the effects of wordless picture books and the story mapping strategy on English story writing for elementary school students. By doing this, the students’ abilities to connect the pictorial images and literacy can be strengthened. It is also conducted to further inspect the effects of boosting students’ story writing skills by using the wordless picture books, story mapping and mini-lesson worksheets. Furthermore, the students’ responses toward the story writing program are examined as well. The subjects involved in this study were 36 students of sixth grade from a normally-distributed class in Jia-Chang Primary School in Kaohsiung. Ａ sixteen-week study was conducted. The study procedures are explained as follows: First, the students took a pre-test on story writing, and answered a pre-study questionnaire on students’ experiences and attitudes of writing. Afterwards, the students received a three-stage writing activity. Then, the students took a post-test on story writing, and answered a questionnaire on their responses and attitudes to the story writing through wordless picture books. In addition, the data collected in the study were analyzed in two ways. One was a qualitative analysis, and the other was a quantitative analysis. On the basis of the data analysis, the findings of the study are scrutinized in the following: 1. The SWWPBP had a positive effect on the students’ attitudes toward writing. 2. The results of this study presented that the SWWPBP was valuable in improving the students’ writing skills. 3. Most of the students reacted positively to the effect of wordless picture books. 4. Most of the students responded that story mapping could effectively guide them to write. 5. Most of the students showed positively to the benefit of working on the worksheets of mini-lessons. The researcher proposed five pedagogical implications for the teachers, who may be interested in the field. 1. Story writing is practicable for students of elementary level. 2. Stories of wordless picture books are one of the suitable and friendly tools for the elementary students to make their first contact with writing. 3. The SWWPBP serves as one of the achievable choices for mixed ability classes. 4. The students are highly motivated to build up vocabulary through story writing. 5. The implication of mini-lesson worksheets plays the role of connecting the abstract meaning in the pictures with concrete words and sentences.