(Re)Claiming Voices: Digital Storytelling and Second Language Learners

Grigsby, Yurimi; Theard-Griggs, Carolyn; Lilly, Christopher

doi:10.1515/atd-2015-0034

Cited by 6 publications

(3 citation statements)

References 18 publications

(6 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Using stories as a component of instructional practices is conceived to serve as a medium for teaching, motivating and inspiring students (Bowman, 2018;Rajabi et al, 2018), engaging them in the learning process (Rutta et al, 2021;Moradi & Chen, 2019), and developing their critical thinking skills (Grigsby et al, 2015). As a result of developments in digital technologies over the last two decades, having shaped the way education is provided at diverse levels, digital storytelling has cultivated genuine appreciation of educators from discrete disciplines.…”

Section: Introductionmentioning

confidence: 99%

Student English Teachers' Vantage Points of the Digital Short Stories They Designed for Young Learners

Koşar

2022

International Journal of Online Pedagogy and Course Design

View full text Add to dashboard Cite

Literature review unveils the need for exploring what student teachers of English think about their experiences of preparing digital stories for young learners, and investigating their perceptions with regard to the use of digital storytelling in the teaching of English to young learners. This instrumental case study aims to unpack pre-service English teachers' conceptions of their experiences of creating digital short stories and incorporating them into young English language learner classes. The qualitative data collected through conducting a qualitative survey and an in-depth interview with Turkish student teachers of English following their experiences of designing digital short stories for young learners was analysed, performing inductive content analysis. The results demonstrated the student English teachers held strong beliefs in the beneficial effect of digital short stories on fostering young English language learners' learning, and the process of developing digital short stories was not extremely challenging and furthered their technological competence.

show abstract

Section: Introductionmentioning

confidence: 99%

Student English Teachers' Vantage Points of the Digital Short Stories They Designed for Young Learners

Koşar

2022

International Journal of Online Pedagogy and Course Design

View full text Add to dashboard Cite

show abstract

“…In the realm of second/foreign language (L2) education, it is claimed to constitute a multiliteracies approach (Castañeda, 2013) that could function to foster the 21st Century Literacy Skills by facilitating the development/refinement of research skills, writing skills, organization skills, technology skills, presentations skills, interview skills, interpersonal skills, problem‐solving skills, and assessment skills (Robin, 2006). Additionally, DST represents a powerful motivator for L2 learners as it could enable them to attach personal meaning to the content and personalize the learning experience (Grigsby et al., 2015) as well as heighten their awareness of writing/speaking for a real and wider audience (Reinders, 2011). In addition, it contributes considerably to the enhancement of learner autonomy (Godwin‐Jones, 2012) through empowering shy students, including reticent students, with “another tool to find their voices and express themselves in the digital age” (Wawro, 2012, p. 50) and acquainting them with the process approach to completing tasks (Christiansen & Koelzer, 2016).…”

Section: Introductionmentioning

confidence: 99%

Examining the Effect of Digital Storytelling on English Speaking Proficiency, Willingness to Communicate, and Group Cohesion

Huang

2022

TESOL Quarterly

View full text Add to dashboard Cite

This study focused on digital storytelling (DST) as a task in technology-mediated task-based language teaching and examined its effects on English speaking proficiency, willingness to communicate in English (WTCE), and group cohesion (GC). Two intact classes of Taiwanese EFL students, either as the DST group or as the comparison group, first responded to the WTCE scale, the GC scale, and a standardized English speaking test. Next, the DST group completed two DST tasks, each of which entailed locating information, generating the story script, obtaining visual and aural support, rehearsing and recording the oral reading, combining the visual and aural support with the audio recording to create the digital story, and playing the digital story and then telling the story again with the muted digital story in class. During the weeks when the DST group presented digital stories, the comparison group watched and discussed movies and composed a reflective report in English. Finally, both groups responded to the WTCE scale and GC scale again and took another set of the standardized English speaking test. Data analyses disclosed that DST tasks significantly increased English speaking proficiency and GC but affected WTCE in a positive yet nonsignificant manner.

show abstract

“…According to Daigle (2008), the DST process incorporates visual, auditory and kinesthetic approaches to learning, while combining personal experience as a story of writing experience. DST fosters learners' 'autonomy while structuring students' evolving identities and experiences (Grigsby, Theard-Griggs, & Lilly, 2015). In recent years, there has been an increase in the use of DST in the educational context, and studies have been carried out in this regard.…”

Section: Introductionmentioning

confidence: 99%

Improving Primary School Students’ Creative Writing and Social-Emotional Learning Skills through Collaborative Digital Storytelling

Uslu¹,

Uslu

2021

Acta Educationis Generalis

View full text Add to dashboard Cite

Introduction: It is stated that digital storytelling (DST) involves a process in which students develop many skills such as searching for information, writing scripts, organisation, presentation, communication and problem solving (Robin, 2006). In this process, it is seen that recent studies have started to focus on collaborative digital storytelling (CDST) to support students (Liu, Huang, & Xu, 2018; Nishioka, 2016; Perez, Martinez, & Pineiro, 2016; Perez, Martinez, & Pineiro, 2018; Rubino, Barberis, & Malnati, 2018). Building a digital story as an artefact with a group and examining its effect on creative writing skills can help gain insight into the potential of the CDST. Also, it can be stated that CDST has the potential to provide a suitable environment for social-emotional learning skills. In this regard, this study aims to examine the effect of collaborative digital storytelling on the creative writing and social-emotional learning skills of elementary school fourth grade students. Methods: In the study, a quasi-experimental design, was used, with pre-test and post-test control groups. A process in which the experimental group was assigned a collaborative digital story, and the control group the task of preparing a visual presentation was designed. 60 students attending the fourth grade of a primary school participated in the study. The control group consisted of 30 students (14 females and 16 males), and the experimental group was also 30 students (15 female and 15 male students). The research was carried out in the 2017-2018 academic year and the implementation process lasted 11 weeks. Writing activities of the students were scored with the Creative Writing Rubric developed by Öztürk (2007). The Creative Writing Rubric is composed of eight sub-dimensions: (a) originality of ideas, (b) fluency of thoughts, (c) flexibility of thoughts, (d) word richness (selection), (e) sentence structure, (f) organisation (introduction to writing, development and outcome), (g) writing style, (h) compliance with grammar rules. The Social-emotional Learning Skills Scale developed by Kabakçı and Owen (2010) was used to measure social-emotional learning skills. There are 40 items on a 4-point Likert scale which consists of four factors: problem solving, communication, increasing self-value and coping with stress. In the study, paired samples t-test and single factor ANCOVA analysis were used and effect size (η2) and Cohen’s d were calculated. Results: According to the t-test results for dependent groups, an increase between pre-test and post-test scores was found significant for creative writing in both the experimental (t(29)=8.623; p=0,000) and the control group (t(29)=5.259; p=0,000).When the calculated effect size values are examined, it is seen that there is a large effect size for the experimental group (Cohen’s d=0.88) and a medium (Cohen’s d=0.54) for the control group (Cohen, 1988). For social-emotional learning skills, a statistically significant difference was found between pre-test and post-test scores in both experimental (t(29)=2.518; p=0.018) and control groups (t(29)= 3.934; p=0.000). The effect size is small for both in the experimental (Cohen’s d=0.42) and control groups (Cohen’s d=0.42) for social-emotional learning. When pre-test scores were kept constant, a single factor covariance analysis (ANCOVA) was conducted to examine whether the collaborative digital story preparation process had a significant effect on the post-test scores of the groups. According to the ANCOVA results, there was a significant difference between the creative writing post-test scores of the groups, F(1, 57)=7.09, p<0.05. In other words, the experimental process had an impact on creative writing. It is seen that the effect size value is calculated as η2=0.111. According to the ANCOVA results, there was no significant difference between the social-emotional learning skills post-test scores of the groups, F(1, 57)=0.137, p> 0.05. Discussion: When the experimental and control groups were compared, it was concluded that the experimental process had a moderate effect in favour of the experimental group on the creative writing skill. When the related literature is examined, studies-support these results. Schmoelz (2018) stated that the specific stages of digital storytelling are very important for providing co-creativity, especially the story production stage enables the co-creative flow experience. According to Daigle (2008), digital storytelling requires writing skills and creativity. It can be used effectively where DST is considered as a means of developing narrative knowledge (Garcia & Rossiter, 2010). When the social-emotional learning skills were examined, it was seen that there was an improvement in both the experimental group and the control group when the implementation process was completed. However, it was concluded that the experimental process did not have a significant effect on social-emotional learning skills. This may be because the students in both groups performed a collaborative study. Future studies may focus on an in-depth understanding of the process by conducting a qualitative study within the context of CDST and social-emotional learning skills. As a result of this study, it can be concluded that CDST improved students’ creative writing skills and can be used in language lessons. Conclusions: In the study, it was observed by the researchers that CDST was more advantageous in terms of time and application. Future research may focus on comparing individual and collaborative digital storytelling. Other research may examine the effect of CDST on the attitudes of students towards collaborative work. This study was designed with a quantitative method, and research can be conducted in the future using a qualitative or mixed method that addresses students’ experiences, difficulties, teachers and parents’ views in the process.

show abstract

(Re)Claiming Voices: Digital Storytelling and Second Language Learners

Cited by 6 publications

References 18 publications

Student English Teachers' Vantage Points of the Digital Short Stories They Designed for Young Learners

Student English Teachers' Vantage Points of the Digital Short Stories They Designed for Young Learners

Examining the Effect of Digital Storytelling on English Speaking Proficiency, Willingness to Communicate, and Group Cohesion

Improving Primary School Students’ Creative Writing and Social-Emotional Learning Skills through Collaborative Digital Storytelling

Contact Info

Product

Resources

About