Digital Storytelling Outcomes and Emotional Experience among Middle School EFL Learners: Robot‐Assisted versus PowerPoint‐Assisted Mode

Hsieh, Jun Chen

doi:10.1002/tesq.3043

Cited by 15 publications

(3 citation statements)

References 20 publications

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“…DST and DSs provide an emotional experience for students, teachers and families (Byman et al, 2022; Chen Hsieh, 2021; Chen Hsieh & Lee, 2023; Christiansen, 2011; Gachago, Condy, et al, 2014; Goldingay et al, 2018; Liu et al, 2018; Ng & Nicholas, 2015; Pahl, 2011; Van Galen, 2017). In particular, the story circle of DST is the step in which the most emotional experiences are conveyed and experienced as storytellers begin to articulate stories they have never told before (Van Galen, 2017).…”

Section: Resultsmentioning

confidence: 99%

Emotions and digital storytelling in the educational context: A systematic review

Sarıca

2023

Review of Education

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Both emotions and digital storytelling (DST) have an important role in learning‐teaching processes. Emotions are also important for DST. There is currently much interest in how emotion and DST are addressed together in education, how relations are established, how they are grounded and what the outcomes are. There is a need for a systematic review study in order to find answers to these questions and to give direction to new researches. This systematic review study presents an overview of emotion and DST research trends (in terms of their demographics, research foci and issues) in an educational context, how they are theoretically grounded, and their outcomes. Seventy research articles were reviewed using a mixed‐method approach combining systematic mapping and systematic review. In the studies reviewed, DST serves emotional outcomes as a learning design, multimodal pedagogy, pedagogical method, practice or tool for students, teachers, adults and families. DST provides an emotional connection, engagement, experience and safe space; supports the development of self‐dynamics such as self‐reflection and self‐awareness of emotions; facilitates emotional sharing and empathy; and develops emotional skills in the learning‐teaching process. In addition, it is found that there are deficiencies in the theoretical frameworks of the studies. Finally, the results are discussed and directions for future studies are suggested.

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Section: Resultsmentioning

confidence: 99%

Emotions and digital storytelling in the educational context: A systematic review

Sarıca

2023

Review of Education

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“…In particular, assessing DMC has been a challenge because meaning construction through DMC is accomplished by the use of multiple semiotic tools such as linguistic, visual, and auditory modes rather than the sole use of linguistic mode (Kang & Kim, 2021). Previous research that examined quality of DMC has focused on evaluating different aspects of the final project (Hsieh, 2021; Hsieh & Lee, 2021; Hung et al., 2013; Kang & Kim, 2021; Kim & Kang, 2020; Kim et al., 2022). A variety of elements assessed through a rubric include language‐related factors (grammar, vocabulary, pronunciation, organization, content, and mechanics), multimodality‐related factors (e.g., multimodal design), delivery (e.g., pace), and task‐related factors (e.g., task fulfillment).…”

Section: Literature Reviewmentioning

confidence: 99%

EFL adolescent learners’ perceptions of digital multimodal composing tasks and task outcomes: A longitudinal study

Kang

Kim

2023

Int J App Linguistics

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Although the value of digital multimodal composing (DMC) in language learning is being increasingly recognized, longitudinal studies focusing on second language (L2) students’ DMC practices are scarce. To fill the gap, this multi‐case study aimed to explore English as a foreign language adolescent learners’ evolving perceptions of the role of DMC tasks in English learning and the relationship between the quality of DMC task outcomes and learners’ perceptions over 7 months. Eight DMC tasks were implemented in an English composition class, and perceptions and task outcomes of three focal participants were tracked over time. Data were collected from multiple sources, such as a learner background questionnaire, a digital literacy questionnaire, semi‐structured interviews, reflection surveys, and the scores of students’ DMC tasks. Findings indicate that although all three participants acknowledged a beneficial role of DMC practices, each participant's perception exhibited different patterns over time: two kept the similar perceptions (negative and positive for each) and one showed a change in her perceptions (negative to positive). Results suggest that this difference could be attributed to various factors, including perceived level of digital literacy, the ongoing learning experience with DMC tasks, and understanding of multimodality. Regarding the relationship between the quality of DMC outcomes and students’ perceptions, although all three learners tended to perform better on their tasks over time, participants’ attitudes seemed to mediate the quality of DMC products. Pedagogical implications of the study are discussed in light of important considerations when implementing DMC tasks in L2 classrooms.

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“…As a pedagogical strategy, researchers have explored many aspects of storytelling, including how it could facilitate English language learning (e.g., Hinkel, 2006; Samuelson et al, 2018), enhance socio‐pragmatic skills (Holmes & Marra, 2011), improve intercultural competencies (Deardorff, 2019), explore gender and sexuality identities (Trinh, 2020), and cultivate student‐centeredness in education (Vinogradova et al, 2011). Yet, while storytelling has often been adopted in previous studies as an instructional tool to empower multilingual students by bringing their diverse cultural funds of knowledge into language classrooms (e.g., Chen Hsieh, 2021; Hinkel, 2006; Samuelson et al, 2018), students are often invited to produce their stories monolingually to enhance their English learning, instead of translingually to facilitate authentic multilingual meaning making and identity development.…”

Section: Literature Reviewmentioning

confidence: 99%

“Like a piece of wood”: The potential of multimodal translingual storytelling for restoration and peace

Zhang‐Wu

2023

TESOL Journal

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Faced with linguicism, racism, and xenophobia aggravated by COVID‐19 and political tensions in recent years, multilingual international students, especially those of Asian descent, are in urgent need of engaging in healing practices for meaningful identity expression, restoration, and peace. Translingualism is a justice‐oriented literacy practice that disrupts the boundaries of named languages and allows communicators to draw upon all resources in their linguistic repertoires. Storytelling, as a powerful research method and a pedagogical tool, offers a unique opportunity to encourage multilingual students' translingual meaning making for healing. This qualitative case study examined how multimodal translingual storytelling functioned as a form of restoration and peace for a first‐semester Chinese student pursuing her graduate degree in English at a private university in the United States. The findings indicate that when offered opportunities to reflect on her cultural and linguistic identities, the participant was likely to detach deficit self‐perceptions as an “English language learner” and embrace her differences as a strength, which benefited her first‐semester language and academic experiences. This study calls for pedagogical strategies and curriculum design that open up humanizing spaces for culturally and racially minoritized multilingual students by acknowledging, valuing, and inviting their whole linguistic repertories through multimodal, translingual storytelling.

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Digital Storytelling Outcomes and Emotional Experience among Middle School EFL Learners: Robot‐Assisted versus PowerPoint‐Assisted Mode

Abstract: BRIEF RESEARCH REPORTSTESOL Quarterly welcomes evaluative reviews of publications relevant to TESOL professionals. In addition to textbooks and reference materials, these include computer and video software, testing instruments, and other forums of nonprint materials.

Cited by 15 publications

References 20 publications

Emotions and digital storytelling in the educational context: A systematic review

Emotions and digital storytelling in the educational context: A systematic review

EFL adolescent learners’ perceptions of digital multimodal composing tasks and task outcomes: A longitudinal study

“Like a piece of wood”: The potential of multimodal translingual storytelling for restoration and peace

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