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Jongho Shin, & Yu-Jin Chang ( Dept. of Education, Seoul National University)

Effects of text structures on text interest and memory in expository stories. Jongho Shin, & Yu-Jin Chang ( Dept. of Education, Seoul National University). Contents. I. Research Purposes. II. Research Questions. III. Research Methods. IV. Research Results. V. Discussions.

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Jongho Shin, & Yu-Jin Chang ( Dept. of Education, Seoul National University)

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  1. Effects of text structures on text interest and memory in expository stories Jongho Shin, & Yu-Jin Chang(Dept. of Education, Seoul National University)

  2. Contents I. Research Purposes II.Research Questions III. Research Methods IV.Research Results V. Discussions

  3. I. Research Purposes • The Importance of Interest In Learning Motivational Aspect learning process and outcome Immergence of intrinsic motivation -process More active learning by experiencing ‘flow’ -outcome Improves memory and understanding

  4. I. Research Purposes Two Distinct Ways of Interest Research Situational Interest can be considered more effective in the point of educational treatment. • Individual Interest • personal preference • triggered by individual • predisposition • tends to be long-lasting • Situational Interest • generated across • individuals by certain • conditions and/or • stimuli in the environment • short-term • can be created by • manipulation of learning • materials

  5. I. Research Purposes Text-based Interest Most studies about text-based interest have been focused on narrative stories. Expository texts are commonly used in school learning, therefore, it is necessary to focus on expository texts in the research of text-based interest. • a specific form of situational interest generated by reading • interesting sentences across subjects • results from the interaction of textual features and individuals • reading the text • can be triggered by manipulation of reading materials • (ex. Text structure) expected to provide practical implications for developing learning materials

  6. I. Research Purposes • The Purposes of the Study • To investigate 3 strategies of structuring texts that can trigger interest in expository texts • supportive detail-providing strategy • situation-providing strategy • question-providing strategy • To examine the effects of expository-text structures on interest • To identify perceived reasons why students get interested in certain types of texts

  7. II. Research Questions 1.Are there differences of interest among the types of structuring text? 2. What are the perceived reasons for interest in selected text types?

  8. 1. Subjects III. Research Methods - 222 middle school students in grade 1 • students were divided into 3 groups by the topic of the texts

  9. 2. Materials and Apparatus III. Research Methods 1) Text Materials <Topics> • ‘Why People Turn Red When They Drink’ • ‘Why People Easily Forget’ • ‘What happens if you jump when the elevator crashes to the floor?’ 3 strategies are applied to each text.

  10. III. Research Methods • 3 Strategies of structuring texts Supportive detail- Providing Situation-providing Question-providing cognitive conflict postdictability (Kintch, 1980; Iran-Nejad, 1987) life theme character identification (Anderson et. al, 1986) concreteness (Hidi & Baird, 1988)

  11. III. Research Methods • 4 Types of texts Supportive detail- providing Text Situation-providing Text Question-providing Text Base Text Consists of basic information for explaining causal relation Base text + Supportive detail-providing Strategy Base text + Situation-providing Strategy Base text + Question-providing Strategy

  12. III. Research Methods Base Text There are people that turn red when they drink. It’s because toxinspreads throughout our body. Once we start drinking, the alcohol in the drink gets absorbed into our body. The alcohol that is absorbed in our body moves to the liverand gets dissolved. At these times, while some people’s liver dissolve alcohol well, others’ have trouble in dissolving alcohol. The alcohol that hasn’t been dissolved and still in our body turns into toxin. This toxin spreads throughout our body through blood vessels, and makes our face turn red. … (the rest is omitted)

  13. III. Research Methods Supportive detail-providing text There are people that turn red when they drink. It’s because toxinspreads throughout our body. Once we start drinking, the alcohol in the drink gets absorbed into our body. About 30% of the drink is absorbed in our stomach and small intestines. The alcohol that is absorbed in our body moves to the liver and gets dissolved. The liver produces a chemical substance, ADH, that dissolves alcohol.At these times, while some people’s liver dissolve alcohol well, others’ have trouble in dissolving alcohol. … (the rest is omitted)

  14. III. Research Methods Situation-providing text One day when my father’s friends visited our house, my father started drinking with his friends after having dinner. After eating cookies in the room with my brother, I went out to the living room, and noticed that only my father’s face was red. My father insisted that he drank a little when I asked him if he drank the most. I wonder why his face turns red when he drinks and why some people don’t turn red at all. (the following text repeats the base text)

  15. III. Research Methods Question-providing text • Why do you think people turn red when they drink? • because of drinking at an angry state • because of promoting the blood circulation • because of spreading of the toxic throughout our body • because the drink heats up our body and comes up to the face • Have you chosen your answer? Then shall we find out? • (the following text repeats the base text)

  16. III. Research Methods 2) Text Interest Test • Ranking • to let students rank from 1st to 4th • Interest Rating • Likert 6-point scales (‘Was it interesting?’ ) • Free Response Questions about ‘why it’s interesting’

  17. 3. Procedure III. Research Methods Presentation order of text types - Counter-balanced design Text reading (each group reads 4 types of texts of one topic) Ranking Interest Rating (6-point Likert scales) Text Interest Test Free-response questions about ‘why interesting’

  18. 4. Analysis Methods III. Research Methods <Research Question 1> Are there differences of interest among the types of structuring text? • Repeated measure ANOVA • Friedman Test <Research Question 2> What are the perceived reasons for interest in selected text types? • Content Analysis

  19. IV. Research Results • Are there differences of interest depending on the topics of the texts? • <Table 1> ANOVA(factor: Topic, dependent variable: sum of interest scores)

  20. IV. Research Results • Are there differences of interest depending on the topics of the texts? <Table 2> ANOVA(factor: topic, dependent variables: interest score )

  21. IV. Research Results • Are there differences of interest among the types of structuring text? • 1-1. results of rating interest between texts • <Table 3> Descriptive Statistics <Table 4> Multivariate Testsb *Post Hoc : showed significant differences of interest scores among all types of texts

  22. IV. Research Results 1. Are there differences of interest among the types of structuring text? 1-2. Results of ranking <Table 5> Nonparametric Tests Friedman Test

  23. IV. Research Results 1-2. Results of ranking [Figure 1] Percentage of the 1st Rank

  24. IV. Research Results 2. What are the perceived reasons for interest in selected text types? <Table 6> Perceived reasons for interest in selected text types

  25. IV. Research Results 2. What are the perceived reasons for interest in selected text types?

  26. IV. Research Results 2. What are the perceived reasons why students get interested depending on the types of structuring text?

  27. IV. Research Results 2. What are the perceived reasons for interest in selected text types? <Table 7> The Reasons for Disliking Some Text Types

  28. IV. Research Results • Major Findings • 3 strategies of structuring texts used in this study were effective to increase text interest. 2) There wasn’t significant difference of interest depending on the topics of the texts. 3) ‘Understanding’, ‘Relevance’, ‘Active engagement’, were the most reported reasons for perceiving certain texts as interesting.

  29. V. Discussion • Implications • practical implications on how to structure expository texts commonly used in school learning to enhance learning motivation and outcome through texts • It should be considered to make readers understand the contents of the text to make contents more relevant to readers to create cognitive conflicts to readers

  30. V. Discussion • Perspectives for Further Research • ‘between-group’ research should be conducted • effects of interest on memory and understanding of the texts are also needed to be examined • 3 strategies of structuring texts should be applied to various types of texts

  31. Thank You !

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