Borrowed from
Hui-Ling Huang, The Effects of Storytelling on EFL Young Learners’ Reading
Comprehension and Word Recall.
APA Style Practice – Table & Figure
Figure 1: A Dual-Coding Model of Multimedia Learning (Mayer & Sims, p. 390)
Working memory
Presentation of verbal
explanation
(1)
Mental representation of
verbal system
Performance
(3)
Presentation of visual
explanation
(2)
Mental representation of
visual system
(4)
Long-term memory
Table 1: The Storytelling Procedure
Pre-telling
1. Encourage and model guessing
strategies to ease anxiety.
2. Reveal the story title and some of
the pictures or objects to arouse
curiosity; and ask students to
guess what the story might be.
3. Key word teaching: about 10-15
words are taught.
Telling
1. Use visual aids and nonverbal cues to
help students follow the storyline.
2. Refer to the key words when
encountering them to help
comprehension.
3. Inquire understanding during the
telling. Paraphrase and more nonverbal
cues are used if necessary.
4. Ask the students to predict the next
happenings.
5. Interact with the students by involving
them in the storytelling, e.g., chant the
refrains or give comments.
Table 2: the First Word recall Test
GROUP
Mean
N
SD
Minimum Maximum
1
Study
68.92
24
14.33
46.00
94.00
Illustrations
70.75
24
11.69
46.00
88.00
Control
67.42
24
10.87
52.00
92.00
Total
69.03
72
12.28
46.00
94.00
YOUR TERM
Figure II: The Modified Dual-Code Model with Multi-Sensory Approach.
Working memory
Mental representation of verbal
Presentation of verbal
(1)
explanation
Presentation of visual
explanation
system
Mental representation of
(2)
visual system
(4)
Performance
Mental representation of
sound-meaning correspondence.
(3)
Presentation of
auditory explanation
Nonverbal
communication
Long-term memory
Table 3: The Results of the First Story Retelling
GROUP
Mean
N
SD
Study
29.65
24
6.93
Illustrations
14.94
24
7.62
Control
8.15
24
7.17
Total
17.58
72
11.52
Table 6: the Results of Second Word recall Test
GROUP
Study
Mean
67.58
N
SD
24
11.11
Minimum
48.00
Maximum
86.00
2
Illustration
72.08
24
12.08
46.00
88.00
Control
64.08
24
13.39
42.00
88.00
Total
67.92
72
12.50
42.00
88.00
Chart 1
Distribution of story retelling scores: proficient
Distribution of story retelling scores: less proficient
learners
learners
10
12
10
8
8
6
6
RETELL
4
0-10
RETELL
0-10
4
11-20
11-20
21-30
0
31-40
study
illustration
2
Count
Count
2
21-30
0
31-40
study
control
illustration
control
GROUP
GROUP
Table 5: The Performance of the Less Proficient Learners in Different Modes of Reading
GROUP
Study (n=12)
Illustration (n=12)
Control (n=12)
Total (n=36)
Word recall
Story retelling
Mean
63.33
28.33
SD
13.28
6.45
Mean
61.83
11.42
SD
8.419
4.87
Mean
59.33
4.75
SD
4.62
3.67
Mean
61.50
14.83
SD
9.34
11.23
3