No abstract

Generally, oral storytelling is an ancient art of telling stories that has been passed down from generation to generation while digital storytelling incorporates technology which consists of various multimedia modes such as graphics, audio, texts, videos and animations. This paper analyses the differences between the two strategies by discussing their differences in four aspects: (1) the use of technology, (2) the role of storyteller, (3) the approach of process and product, and (4) the engagement of audience. The analysis aims to create awareness among academicians about these differences and highlight that digital storytelling is the combination of both the art of storytelling and digital story. Then, this paper provides a critical review of empirical studies on the potentials of using digital storytelling in teaching and learning for education. The results have shown that the use of digital storytelling is not only beneficial in developing the teachers' content, pedagogical and technological knowledge, but also in enhancing their students' learning as it increases their understanding of content and caters for their multiple intelligence. This study suggests the implementation of digital storytelling in teaching and learning in the classroom and future directions for research are suggested.

This study addressed the potential methodological issues effect of attentional condition on subsequent vocabulary development from a different perspective, which addressed several potential methodological issues of previous research that have been based on psycholinguistic notion of second language learner as a limited capacity processor. The issue of whether learners paying attention to the processing of input for meaning can simultaneously pay attention to process form remains methodologically unclear issue in the area of reactivity. A qualitative study was conducted on six intermediate English as a foreign language learners. Participants were assigned to one of the three types of reading comprehension tasks. Concurrent data of think aloud was employed to establish learners' attention. Results showed that attending learners' attention to processing of lexical forms while reading for meaning has an effect to induce the issue of reactivity effect on subsequent vocabulary development.

Purpose The sudden pandemic of COVID-19 has caused disruptive innovation in all areas of business including education. Despite the educators’ and students’ acceptance and readiness in the new normal, the traditional face-to-face (FTF) public speaking has been shifted to online courses to suit the current needs. This study aims to examine whether there were differences between online and FTF pubic speaking in the students’ anxiety level, speech performance, as well as their perceptions of the challenges in the implementation of online public speaking courses as a potential to disruptive innovation. Design/methodology/approach This pilot study was a mixed method research that involved a purposive sampling of two groups of 39 students in higher education. The instruments used were questionnaires of self-report anxiety, speech performance test and observation. Findings The findings show that the students preferred the traditional FTF rather than the online mode for public speaking courses. The challenges of internet connection and the lack of a live audience were their main concerns in online public speaking. It also provides a potential for disruptive innovation that could take into consideration of a live audience in university online courses. Originality/value This study provides the potential of public speaking course as a disruptive innovation. This brings implications for the innovators, marketers and educators to think of the online courses/programmes that can be best implemented while embracing the changes and the new normal of COVID-19 brings for student learning.

No abstract

No abstract

Translation is an indispensable language activity and communication method. Translation from Chinese to foreign languages, especially English, is significant to tell Chinese stories well, growing into an urgent issue in China. While cultivating translation talents is crucial, translation competence is a complicated system consisting of various sub competences. To improve English majors’ Chinese-English (C-E) translation competence, it is necessary to first investigate their perceptions of C-E translation learning and competence. Based on the preliminary mastery of English majors’ status quo in C-E translation learning and competence, this research sheds insight into the C-E translation pedagogy. This paper presented: How do English majors perceive C-E translation learning and C-E translation competence? To answer the question, this study adopted a survey research design that was quantitative and applied the instrument of two questionnaires. The multiple-choice questionnaire was to investigate their perceptions of C-E translation learning, and the five-Likert scale questionnaire was to seek their self-perceived C-E translation competence. The study was carried out in 2022 among 125 English majors at Zaozhuang University, China. The results showed that most participants recognized the importance of C-E translation and their primary purpose was to enhance bilingual proficiency, and the texts that they were most interested in translating were practical styles and on diverse topics of China. Furthermore, more than half held the active involvement of teachers and learners and over 85% affirmed the effect of group learning and individual learning. It was found that their mean score of self-perceived C-E translation competence was 2.87.

This paper shares the researcher’s experience in employing the technology supported face-to-face collaborative learning. In achieving this, a digital interactive audio capturing tool (DIACT) was used to digitally capture the interactive event of collaborative learning among English as second language (ESL) teacher trainees in a “Computer Integrated Classroom” (CiC) environment. Having merely online learning of computer support which ignores the elements of face-to-face (F2F), the impact of “collaboration” seems seriously lacking. With the emergence of DIACT in a CiC environment, the researcher attempts to see how those co-located ESL teacher trainees manage to effectively communicate face-to-face and collaborate among themselves to build knowledge. The interaction was captured and transferred to computer assisted qualitative data analysis software (CAQDAS) to be analyzed for evidence of impactful knowledge building. Findings indicated that the use of DIACT in a F2F CiC environment has significantly helped students in collaborative knowledge building.