ArticleFrontiers in psychology2019
Reading Picture Books With Elements of Positive Psychology for Enhancing the Learning of English as a Second Language in Young Children.
Article in Frontiers in psychology, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers, 1 of them a synthesis that pooled it.
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Who cites it
4 citing papers in PubMed, 1 synthesis or guideline pooled it, 32 citations in OpenAlex.
- An analysis of the empirical research on SL/FL teaching and learning based on positive psychology: a systematic literature review.BMC psychology · 2025Pooled it
- The predictive effect of subjective well-being and stress on foreign language enjoyment: The mediating effect of positive language education.Frontiers in psychology · 2023Article
- Analysis on the Policy Environment Influencing Factors of Chinese Environmental Education Development and the Reform Trend in Combination with Environmental Education History.Journal of environmental and public health · 2022Article
- A latent profile analysis of empathizing-systemizing cognitive style among Chinese children aged 6 - 12 years: Links to intelligence, executive function, and autistic traits.International journal of clinical and health psychology : IJCHPArticle
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Authors and funding
4 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study aimed to investigate the learning effectiveness of reading picture books with EMPATHICS elements using dialogic reading techniques in enhancing young children's English language learning and creativity. EMPATHICS is an acronym of Emotion and Empathy, Meaning and Motivation, Perseverance, Agency and Autonomy, Time, Habits of Mind, Intelligences, Character Strengths, and Self Factors (Oxford, 2016). It adopted a quasi-experimental design, and 78 kindergarten children aged from 4 to 5 years old in a cluster group were randomly assigned to the experimental and control groups. Both groups read the same four picture books with their homeroom teachers, including two readers suggested in the curriculum and two picture books with enriched elements for 12 sessions over 8 weeks. A doubly multivariate analysis was used to measure the main time and group effects and the interaction effect on the performance of English receptive vocabulary, syntactic complexity, and verbal creativity of the two groups across three different times. There were significant differences only in the interactive effect on syntactic complexity. Children in the experimental condition gave responses with more complex syntactic structures. Significant time effects for receptive vocabulary, syntactic complexity, and verbal creativity were observed in all children. Reading enriched English texts better prepares children to creatively and effectively express themselves. This study extends previous research in two ways. First, this study is one of the few studies on the effectiveness of dialogic reading using EMPATHICS-enriched picture books among young language learners. Second, this study investigates the effects of dialogic teaching on English as a second language development in young children. The educational implications will be discussed.
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