The Effects of Computer Assisted Mediating Prompts on EFL Learners' Writing Ability

Abstract

This study aims to examine the EFL learners' perception and process of writing development through using a digital storytelling tool, called Storyjumper. To do so, 15 intermediate-level students were participants of the study. The participants' writing development was frequently assessed through a series of repeated writing tests before and after the treatment during one term of study, and the significance of change was examined by Repeated measure ANOVA (rANOVA). The researcher also used paired sample t-test to compare mean difference between two sets of observations. In addition, to gain an in-depth picture of fluctuations of the process of writing development, learners' views were obtained through both semi-structured interviews and self-reported reflective journals which were also recorded and analyzed. The qualitative independent variable (stories produced via Storyjumper) was the within-subjects factor, and the dependent quantitative variable on which each participant was measured (repeated writing tests) was the between-subjects factor. The findings of both quantitative and qualitative data analyses show that there was a significant difference between EFL learners' writing development before and after receiving the treatment. Moreover, majority of the learners admitted that their experiences in using Storyjumper were positive. As a result, this study is contributory in its own rights as it underscores the significance of digital storytelling as a pedagogical tool for the EFL learners' writing enhancement.

Collaborative Writing Skills Enhancement through the Use of Story Jumper

“…The students were captivated by the different uses and features that the platform had. Similar results were found by Mousazadeh et al,( 2018) who, in their study, highlighted the easy handling of the StoryJumper platform and the great acceptance that it has by students, so the authors invite teachers to integrate this type of technology into their English classes.…”

Youth English Language Learners’ Learning Outcomes and Experiences of Digital Technology-Based Writing Instruction: A Literature Review of Key Empirical Evidence

“…Six studies used both quantitative and qualitative data, such as individual or group interviews, reflective/self-reported journals, questionnaires, and/or focus group discussions (Damavandi et al, 2018;Mauricio & Genuino, 2020;Shahzadi & Kausar, 2020;Shazali et al, 2019;Tan-Ooi & Tan, 2013;Yu & Wang, 2016). Participants in most of these studies reported their perceptions on improved writing skills in organization and/or word choice/language use and their perspectives and attitudes on the use of digital technology (e.g., ease of use, affective factors).…”

“…First, 11 studies indicated significant performance differences between students who used the technology for writing instruction and students in the control group (Adas & Bakir, 2013;Hung & Young, 2014;Khoshsima & Sayadi, 2016;Lin et al, 2018;Marleni, 2020;Soltanpour & Valizadeh, 2018a;Soltanpour & Valizadeh, 2018b;Sujannah et al, 2020;Yang et al, 2019;Yu & Wang, 2016;Zaini & Mazdayasna, 2015). Second, 10 studies found that instruction incorporating DVDs/videos to support writing instruction helped participants improve their writing skills (Adas & Bakir, 2013;Chen & Su, 2012;Damavandi et al, 2018;Hsu, 2013;Kumar & Sultana, 2016;Lin et al, 2018;Noyan & Kocoglu, 2019;Soltanpour & Valizadeh, 2018a;Soltanpour & Valizadeh, 2018b;Yu & Wang, 2016). These included improvements in areas of organization and word choice/language use.…”

“…Additionally, students' writing skills improved after exposure to the interventions designed to facilitate learning to write. These interventions include AR-based mobile resources, Storyjumper, Wikispaces, Quia, Kung Fu Panda, and WebQLM (Damavandi et al, 2018;Gharehbagh et al, 2022, Vol. 2, No.…”

Enriching Middle School Students’ Learning Through Digital Storytelling: A Multimodal Analytical Framework

“…For example, digital storytelling helped one adolescent English learner become aware of his resilience and helped him express difficult experiences of immigration to Canada (Johnson & Kendrick, 2017). Most English as a foreign language learners enjoy creating digital stories and developing their writing in L2 (Damavandi et al, 2018). Studies also reported the positive influence of digital storytelling on achievement in physics (Kotluk & Kocakaya, 2017), the development of transliteracy, ability to engage in literacy practices across various platforms and contexts (Thomas et al, 2007), computer skills, student engagement, sense of accomplishment, and pride (Sukovic, 2014).…”