From Emojis To Storytelling - Enhancing Language Learning Through Collaborative Approaches

Abstract

Discourse multimodality and the impact of new technology on teaching resources in the framework of digital education have called for more customised learning experiences. ESP (English for Specific Purposes) learners are facing such a transition with a stringent need to access educational resources that allow for meaningful and authentic contexts of interaction, be them synchronous or asynchronous. To cater for these learning needs, ESP instructors must also become innovative content creators, among other roles such as multicultural instructor, growth mindset promoter or professional communicator. Projecting these dynamic educational scenarios, the ESP teacher can facilitate and enhance communicative language learning by juxtaposing collaborative (specifically gamified learning experiences) and task-based approaches. In building customised communicative learning frameworks for ESP learners, educators empower them to expand their language learning horizons by using communication as the vital instrument. It is the purpose of this contribution to examine how task-based language learning can be paired with digital pedagogy to create sustainable learning resources, stemming from emoji-encrypted language chunks to deciphering emoji-based idioms. Likewise, the study aims to explore the potential of using these resources to foster storytelling as a communicative language learning approach and to analyse the efficiency of using this practice with Preschool and Primary School Pedagogy undergraduate students throughout the ESL classes and enabling learners to share their learning experience for peer assessment.