FROM MOVING IMAGES TO WRITTEN DETAIL: SCAFFOLDING DESCRIPTIVE WRITING THROUGH ANIMATED VIDEO
Keywords:
animated video; descriptive writing; EFL; multimodal scaffolding; pretest–posttest designAbstract
Animated video may support descriptive writing by making observable features available for noticing and lexicalization; however, evidence from a one-group design must be interpreted as within-group change rather than as a causal effect. This study investigated changes in tenth-grade students’ descriptive-writing performance after animated-video-supported instruction at SMAN 1 Lhoknga, Aceh Besar. A one-group pretest–posttest design involved 25 students from class X-3, selected purposively from a Grade X population of 240 students in the 2023/2024 academic year. Students completed an initial descriptive paragraph, four instructional sessions combining animated video, printed still images, vocabulary prompting, guided planning, and paragraph writing, and a comparable posttest task. Compositions were scored for content, organization, vocabulary, grammar, and mechanics. Because the paired difference scores departed from normality, the analysis used descriptive statistics, individual normalized gain, and an exact two-sided Wilcoxon signed-rank test. The mean increased from 46.44 (SD = 8.94) to 77.72 (SD = 4.95), a gain of 31.28 points; all 25 students obtained higher posttest scores. Mean normalized gain was 57.08% (SD = 11.53), with values from 26.67% to 76.79%. The paired comparison was significant, W = 0, exact p < .001, and the rank-biserial correlation was 1.00, indicating that every observed difference favored the posttest. The findings provide strong evidence of substantial improvement within this class, but the lack of a comparison group, purposive sampling, short duration, and undocumented scoring reliability preclude attributing the gain to animated video alone. Animated video is therefore best understood as one component of a scaffolded writing sequence that also requires explicit language instruction, practice, and feedback.
References
Alpizar, D., Adesope, O. O., & Wong, R. M. (2020). A meta-analysis of signaling principle in multimedia learning environments. Educational Technology Research and Development, 68, 2095–2119. https://doi.org/10.1007/s11423-020-09748-7
Bland, T., Guo, M., & Dousay, T. A. (2024). Multimedia design for learner interest and achievement: A visual guide to pharmacology. BMC Medical Education, 24, Article 113. https://doi.org/10.1186/s12909-024-05077-y
Cunningham, K. J., & Link, S. (2021). Video and text feedback on ESL writing: Understanding attitude and negotiating relationships. Journal of Second Language Writing, 52, Article 100797. https://doi.org/10.1016/j.jslw.2021.100797
Fiorella, L., & Mayer, R. E. (2018). What works and doesn’t work with instructional video. Computers in Human Behavior, 89, 465–470. https://doi.org/10.1016/j.chb.2018.07.015
Graham, S. (2019). Changing how writing is taught. Review of Research in Education, 43(1), 277–303. https://doi.org/10.3102/0091732X18821125
Hafner, C. A., & Ho, W. Y. J. (2020). Assessing digital multimodal composing in second language writing: Towards a process-based model. Journal of Second Language Writing, 47, Article 100710. https://doi.org/10.1016/j.jslw.2020.100710
Han, J., & Hiver, P. (2018). Genre-based L2 writing instruction and writing-specific psychological factors: The dynamics of change. Journal of Second Language Writing, 40, 44–59. https://doi.org/10.1016/j.jslw.2018.03.001
Jiang, L. (2018). Digital multimodal composing and investment change in learners’ writing in English as a foreign language. Journal of Second Language Writing, 40, 60–72. https://doi.org/10.1016/j.jslw.2018.03.002
Lim, J., & Polio, C. (2020). Multimodal assignments in higher education: Implications for multimodal writing tasks for L2 writers. Journal of Second Language Writing, 47, Article 100713. https://doi.org/10.1016/j.jslw.2020.100713
Mayer, R. E., Fiorella, L., & Stull, A. (2020). Five ways to increase the effectiveness of instructional video. Educational Technology Research and Development, 68, 837–852. https://doi.org/10.1007/s11423-020-09749-6
Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2021). Video improves learning in higher education: A systematic review. Review of Educational Research, 91(2), 204–236. https://doi.org/10.3102/0034654321990713
Noetel, M., Griffith, S., Delaney, O., Harris, N. R., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2022). Multimedia design for learning: An overview of reviews with meta-meta-analysis. Review of Educational Research, 92(3), 413–454. https://doi.org/10.3102/00346543211052329
Ploetzner, R., Berney, S., & Bétrancourt, M. (2021). When learning from animations is more successful than learning from static pictures: Learning the specifics of change. Instructional Science, 49, 497–514. https://doi.org/10.1007/s11251-021-09541-w
Sari, D. N., Susilo, S., & Limbong, E. (2021). Short-animation video in web meeting classes for secondary school learners’ EFL writing achievement. ELT Forum: Journal of English Language Teaching, 10(1), 1–11. https://doi.org/10.15294/elt.v10i1.43823
Schneider, S., Beege, M., Nebel, S., & Rey, G. D. (2018). A meta-analysis of how signaling affects learning with media. Educational Research Review, 23, 1–24. https://doi.org/10.1016/j.edurev.2017.11.001
Tan, X. (2023). Stories behind the scenes: L2 students’ cognitive processes of multimodal composing and traditional writing. Journal of Second Language Writing, 59, Article 100958. https://doi.org/10.1016/j.jslw.2022.100958
Teng, L. S., & Zhang, L. J. (2020). Empowering learners in the second/foreign language classroom: Can self-regulated learning strategies-based writing instruction make a difference? Journal of Second Language Writing, 48, Article 100701. https://doi.org/10.1016/j.jslw.2019.100701
Zein, S., Sukyadi, D., Hamied, F. A., & Lengkanawati, N. S. (2020). English language education in Indonesia: A review of research (2011–2019). Language Teaching, 53(4), 491–523. https://doi.org/10.1017/S0261444820000208
Zhang, Z. V., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90–102. https://doi.org/10.1016/j.asw.2018.02.004
Zhang, Z. V., & Hyland, K. (2023). Student engagement with peer feedback in L2 writing: Insights from reflective journaling and revising practices. Assessing Writing, 58, Article 100784. https://doi.org/10.1016/j.asw.2023.100784
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Rosdiana Rosdiana, Muhammad Halim Zikrillah, Adilla Rizma, Amanda Zivana, Katiara, Erika Fitriani, Nofreza Setia Geby R
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
All works published in the Getsempena English Education Journal (GEEJ) are licensed & copyrighted under a Creative Commons Attribution-NonCommercial 4.0 International License. The editorial board of the GEEJ shares common vision with Universitas Bina Bangsa Getsempena as a Publisher in providing unrestricted access to knowledge and education for all and thereby follows Open Access Policy to showcase its content. The GEEJ follows open access copyright and licensing policy on the principle that making research freely available to the public supports a greater global exchange of knowledge.
Universitas Bina Bangsa Getsempena and the GEEJ adhere to a Creative Commons Attribution-NonCommercial 4.0 International License. The authors submitting and publishing in the GEEJ agree to the copyright policy under a Creative Commons Attribution-NonCommercial 4.0 International License. Under this license, the authors published in the GEEJ retain the copyright, and all other authors using the content of the GEEJ are required to cite author(s) and publisher in their work.
