The Learning Potential of Online Student-Generated Questions Based on Given Graphics for English Language Learning

The student-generated questions approach has received increasing attention over recent decades, and empirical evidence has generally substantiated its positive learning effects. Despite this, existing evidence mostly comes from studies involving students generating questions based on a given text. Since different structures and information specifications are revealed when materials are presented graphically and textually, the learning potential of student-generated questions based on given graphics was the focus of this study. Specifically, both quantitative and qualitative data on the relative learning usefulness of student-generated questions based on given graphics versus text was collected from two classes of sixth-graders (N=47) learning English. Five major findings were obtained. First, comparatively, significantly more participants voted for student-generated questions based on given graphics as better supporting their learning of English as compared to student-generated questions based on given text. Second, the X-2 test on the perceived learning usefulness of the two approaches was statistically significant, X-2 = 8.34, p <.001. Thirdly, the constant comparative method conducted on the explanatory reasons highlighted two learning effects associated with student-generated questions based on given graphics: facilitating the target word to be better understood and memorized, with `associative links' and `prompting' noted as the underlying mechanism. Fourth, the learning usefulness associated with student-generated questions based on text focused on its facilitating effects on memorizing the spelling of the target word. Finally, the distinct affordances associated with student-generated questions based on stimulus given in graphics and text forms, respectively, were recognized by those expressing similar perceptions toward the two forms, which tap into different important aspects of the learning of vocabulary in second language learning, namely, pronunciation, spelling, and meaning. Limitations of this study, including order effects, data obtained mainly based subjective evaluation, and vocabulary as the content-to-be-learned are highlighted, and suggestions for future studies are provided.