Digital storytelling for improving critical reading skills, critical thinking skills, and self-regulated learning skills

Alshaye, Shaye

doi:10.18844/cjes.v16i4.6074

Cited by 15 publications

(16 citation statements)

References 39 publications

(54 reference statements)

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“…Studies show that it develops basic language skills in both fields (Dupain & Maguire, 2005;Meadows, 2003). Moreover, there are several other studies showing that besides developing language skills (Girmen & Kaya, 2019;Nassim, 2018;Wu & Chen, 2020;Yang & Wu, 2012), it helps develop listening (Cigerci & Gultekin, 2017;Sandaran & Kia, 2013); speaking (Demirer, 2013;Wijayanti, 2020;Nair & Yunus, 2021); reading (Alshaye, 2021); writing (Girmen, Özkanal & Dayan, 2019;Dola & Aydın, 2020;Xu, Park & Baek, 2011); and visual literacy (Churchill, et al , 2008).…”

Section: Digital Stories and Their Use In Educationmentioning

confidence: 99%

Teachers' Views about the Use of Digital Stories in Language Teaching Courses of Primary Schools in Turkey

Kaya¹

2023

MOJET

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The aim of this study was to determine the views of primary school teachers who gave language courses (mother tongue and foreign language) at the primary school level, about the use of information technologies, digital story preparation, and its use in lessons in the language teaching process. In the study, the phenomenology design, one of the qualitative research methods, was used. The participants were primary school teachers and English teachers who took part in the Digital Story Preparation training given within the scope of the European Union Comenius Regio. Among the 30 teachers who joined the training, 14 voluntarily participated in the study. At the end of the training, a written form prepared to consult the written views of the teachers was used as a data collection tool in the study. According to the research results, the teachers had positive attitudes and thoughts about the use of information technologies in the language teaching process and used them in the preparation, teaching-learning process, and evaluation stages of their lessons. However, their tendency to use ready-made e-learning content was found to be high. In addition, it was concluded that the practice-based Digital Story Preparation training they attended was beneficial and that the training contributed positively to their own professional development as well as to their thoughts and attitudes regarding technology integration into education.

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Section: Digital Stories and Their Use In Educationmentioning

confidence: 99%

Teachers' Views about the Use of Digital Stories in Language Teaching Courses of Primary Schools in Turkey

Kaya¹

2023

MOJET

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“…The teaching processes of this discipline combine theory; abstraction, design and implementation where problems can be solved differently by applying recurring conceptual principles [5]. It involves also cognitive aspects that are considered pertinent for promoting the development of the students' logic and critical skills to solve problems [6], [7]. Additionally, the employment of up-to-date initiatives to improve computer science education allows integrating technological aspects and new strategies into teaching in order to promote competencies [4] (known as different names like ICT skills including traditionally cooperation, interaction, discerning analysis, also innovation, along with knowledge, multimedia, and technological aptitudes, we add more such as intercultural skills, empathy, eco-literacy and translanguaging [6]- [9].…”

Section: Introductionmentioning

confidence: 99%

“…So, they must to be agile in how to fill their need for the desired profile. Consequently, to be employable [6], persons must work, in harmony and have personal and emotional skill, with others who have divergent origins with possible competing priorities [7] [8]. Moreover, there is a growing demand for elevated cognitive abilities, including the capacity to critically evaluate information and opinions, the ability to brand more connections through grapple with intricate concepts and datasets, and employ creative thinking to resolve challenges [7].…”

Section: Introductionmentioning

confidence: 99%

Predicting ICT Students’ Profile Using AI and Social Network for a Post Pandemic Classroom

Boudia,

Bengueddach

2023

ijmst

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The study investigates the impact of the COVID-19 crisis on education, focusing on computer science graduates and the importance of Information and Communication Technology (ICT) skills aligned with job expectations. Employing a questionnaire-based approach and data mining algorithms, the research assesses students' self-reported ICT skills post-pandemic. Findings indicate students generally possess fundamental ICT skills but exhibit areas for improvement. The study emphasizes addressing gaps in graduates' profiles to enhance skillsets and adapt university curricula. Practical implications highlight the need to prepare students for the evolving workforce, and the research contributes to literature by enriching understanding of post-COVID-19 education. The approach, combining questionnaires and data mining, offers valuable insights for assessing and predicting students' skills in a post-pandemic context. This research serves as a foundation for adapting teaching strategies and curricula to meet evolving learner requirements.

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“…In earlier decades, it was judged as a prerequisite language ability, and a number of empirical studies have focused explicitly on critical reading and thinking skills. According to Alshaye (2021), reading is a fluid and dynamic process in which both the reader and the reading material contribute to the construction of meaning. Reading can hence be thought of as a meaning-making process in which data from visual, semantic, conceptual, and linguistic sources is linked in such a way that the meaning of sentences and phrases can be comprehended.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Mobile Blended Active Language Learning on the English Critical Reading Skills of High School Students in Thailand

Yang

Dibyamandala²,

Mangkhang³

2022

JCT

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Due to the tumultuous COVID-19 pandemic, the use of advanced technology in language education is currently on the rise, with English education being no exception. Simultaneously, the advancement and expansion of technology provide English as a foreign language students with multiple channels and opportunities to reinforce the four skills of English (reading, writing, speaking, and listening) to varying degrees both inside and outside the classroom. While previous studies have highlighted the feasibility and sustainability of blended learning in facilitating English skills, few studies have investigated the impact of mobile blended active language learning (MBALL) on promoting the English critical reading skills of Thai high school students. In hopes of filling this gap, the present study used both quantitative and qualitative methodologies to investigate the effects of MBALL on improving Thai high school students' English critical reading skills and their opinions on the use of MBALL. Pre- and post-tests were used to compare the students' critical reading scores before and after the MBALL implementation. A questionnaire was used to determine the students’ opinions on the use of MBALL, and individual semi-structured interviews were employed to obtain more-detailed information. The results of the tests revealed that the Thai high school students' English critical reading skills had improved after implementation of the MBALL curriculum. Furthermore, the findings of the questionnaire and interviews suggested that the Thai high school students were enthusiastic about the use of MBALL.

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Digital storytelling for improving critical reading skills, critical thinking skills, and self-regulated learning skills

Cited by 15 publications

References 39 publications

Teachers' Views about the Use of Digital Stories in Language Teaching Courses of Primary Schools in Turkey

Teachers' Views about the Use of Digital Stories in Language Teaching Courses of Primary Schools in Turkey

Predicting ICT Students’ Profile Using AI and Social Network for a Post Pandemic Classroom

The Effects of Mobile Blended Active Language Learning on the English Critical Reading Skills of High School Students in Thailand

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