TY - ABST
T1 - Interactive digital literature in English language teaching
T2 - TEFL9 Conference: Innovation in English language education
AU - Jørgensen, Nanna
AU - Jacobsen, Juljana Gjata Hjorth
AU - Bruntt, Karen Lassen
PY - 2024/11
Y1 - 2024/11
N2 - This paper presents a recent research project on students’ reading experiences of digital and analogue literary texts in foreign languages within a Danish lower secondary school context. The project has a dual objective: firstly, to examine the teachers’ and students’ reading habits and motivation for literature and secondly, to explore ways of improving this motivation through various media formats including the crossover of digitalization and literature (Lütge, Merse, Owczarek, & Stannard, 2019).The urgency of this study is underscored by previous research indicating a decline in reading interest in Denmark (Lund & Skyggebjerg, 2022), juxtaposed with the rapid increase in students’ consumption of digital media (Hansen, Hansen, & Pettersen, 2021). Taking an empirical stance this study provides evidence of students’ literary reading in English, while also adapting engaging literature didactics to align with their motivation.The project design comprises three parts: 1) a quantitative study with responses from 60 teachers and 190 students, 2) a didactic intervention featuring exemplary teaching sequences that incorporate literature in interactive digital as well as analogue media format, and 3) a qualitative study involving focus group interviews with students about their literary reading experiences across different media. Drawing upon the study’s findings, the paper will further discuss implications for choosing and embedding literature and recommendations for employing engaging methods in English language education.
AB - This paper presents a recent research project on students’ reading experiences of digital and analogue literary texts in foreign languages within a Danish lower secondary school context. The project has a dual objective: firstly, to examine the teachers’ and students’ reading habits and motivation for literature and secondly, to explore ways of improving this motivation through various media formats including the crossover of digitalization and literature (Lütge, Merse, Owczarek, & Stannard, 2019).The urgency of this study is underscored by previous research indicating a decline in reading interest in Denmark (Lund & Skyggebjerg, 2022), juxtaposed with the rapid increase in students’ consumption of digital media (Hansen, Hansen, & Pettersen, 2021). Taking an empirical stance this study provides evidence of students’ literary reading in English, while also adapting engaging literature didactics to align with their motivation.The project design comprises three parts: 1) a quantitative study with responses from 60 teachers and 190 students, 2) a didactic intervention featuring exemplary teaching sequences that incorporate literature in interactive digital as well as analogue media format, and 3) a qualitative study involving focus group interviews with students about their literary reading experiences across different media. Drawing upon the study’s findings, the paper will further discuss implications for choosing and embedding literature and recommendations for employing engaging methods in English language education.
KW - children and youth
KW - fremmedsprog
KW - litteratur
KW - læselyst
KW - learning, educational science and teaching
KW - fremmedsprogsundervisning
KW - interaktiv digital litteratur
KW - læsemotivation
M3 - Abstract
Y2 - 15 November 2024 through 16 November 2024
ER -