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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 23, No. 0, pp.254-268
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 30 Jan 2023
Received 04 Mar 2023 Revised 13 Apr 2023 Accepted 19 Apr 2023
DOI: https://doi.org/10.15738/kjell.23..202304.254

Improving Output Ability Through Transmedia Storytelling: Based on Formulaic Sequences

Jihyun Lee
Assistant Professor, College of General Education, Kookmin University leejihyun@kookmin.ac.kr


© 2023 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Transmedia storytelling involves distributing fictional information across multiple media to create a unified entertainment experience that requires active user participation. This approach aligns with the idea that learners should be at the center of the learning process. From a linguistic perspective, language learners encounter a multitude of formulaic sequences that are critical to their learning, and transmedia storytelling can be an effective way to expose them to these sequences. The aim of this study is to explore the potential impact of transmedia storytelling on English output ability in an English-as-a-foreign language (EFL) setting. The case study was conducted over 15 weeks with 15 university students in Seoul, Korea. Divided into three groups according to their preferences, each group studied English using various media based on Marvel, Harry Potter, and Twilight franchises, including comics, movies, novels, pop-up books, fan fictions, and online bulletin boards. The experimental procedure involved understanding the franchise content, finding information, identifying language (formulaic sequences), and writing to expand the worldview of the franchises. The Wilcoxon signed-rank test results showed a statistically significant improvement in content, organization, and language. The findings also suggest that explicit instruction on language is necessary. The participants showed varying levels of participation in transmedia storytelling, and interviews revealed mixed attitudes toward its use

Keywords:

transmedia storytelling, language learning, output ability, formulaic sequences, media franchises

Acknowledgments

This work was supported by the Ministry of Education of the Republic of Korea and the National Research Foundation of Korea (NRF-2020S1A5A2A01046809).

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