The Value of Digital Storytelling as an L2 Narrative Practice

Heyoung, Kim; Lee, Jang Ho

doi:10.1007/s40299-017-0360-3

Cited by 22 publications

(21 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The participants improved their punctuation, spellings and vocabulary aspect of their writing after practicing and using Storybird to write. Digital storytelling tools are recognized for their effectiveness in aiding writing, enlightening creativity, and improving critical thinking skills (Kim & Lee, 2018).…”

Section: Figure 1: Results Of Pre-and Post-testsmentioning

confidence: 99%

The Effectiveness of Storybird in Improving English Narrative Writing

Shamsulbahri¹,

Aziz²

2020

IJARBSS

View full text Add to dashboard Cite

In teaching English language, the traditional way of teaching like chalk-and-talk and lecture based lesson are not sufficient to teach English effectively. The integration of technology has substantially changed English teaching methods as it provides a variety of alternatives in order to make teaching and learning more interesting and productive. Therefore, this research emphasizes the use of technology specifically digital storytelling website, Storybird in assisting pupils' English language learning; narrative writing skill. The research design is an action research which employed pretest and posttest, semi-structured interviews and observations. The data was collected from eight Year 4 pupils from SK Sebauh of Sebauh district in Sarawak. The research findings indicated that there was a positive improvement in the participants' narrative writing skills. There was also an increase in motivation level and interest in learning English, and existence of English collaborative learning among the participants after using Storybird. Therefore, Storybird is shown to help the participants to improve their English narrative writing skills as well as their proficiency level, motivation and interest in learning English.

show abstract

Section: Figure 1: Results Of Pre-and Post-testsmentioning

confidence: 99%

The Effectiveness of Storybird in Improving English Narrative Writing

Shamsulbahri¹,

Aziz²

2020

IJARBSS

View full text Add to dashboard Cite

show abstract

“…DST is a multidimensional learning approach for skills in critical thinking and reading, oral and written communication, and technology [30]. The application of DST in language education can improve language learners' critical thinking, digital literacy, collaboration, their ability to make decisions, and their language learning skills [12,31]. Multiple kinds of literacy, such as digital literacy, visual literacy, technology literacy information literacy, and multicultural literacy, are accommodated and adapted by DST [23].…”

Section: Dst and Enhancement Of Academic Achievementmentioning

confidence: 99%

“…What to say: Students need to up their minds about the point to be made and the story to be told. "They need to identify specific stories worth telling" [31]. 2.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Digital Storytelling in Language Education

Moradi

He-fang

2019

Behavioral Sciences

View full text Add to dashboard Cite

Modern technology provides lots of opportunities in order to connect classrooms with the world. Technology provides a greater and better source of information, yet solutions are needed to be mediated through the appropriate remedy. The emergence of new technology and digital resources during the past few decades has significantly influenced the learning environment and educational prospects. However, one of the challenges of practitioners and researchers is preparing learners with the required skills for the effective use of modern technology in the process of learning. Researchers proposed that a combination of societal constructivism and technology-integrated learning is crucial for obtaining and accomplishing present-day academic goals. The present paper highlights the significance and intricacy of modern technology, specifically digital storytelling (DST), in education. It elaborates the most salient aspects of DST application in language education, considering phases and elements of effective digital stories, steps of composing a digital story, and a critical description on the implementation of DST and fosterage of academic performance.

show abstract

“…In other words, it is the practice of using computer-based tools to tell stories (Stanley, 2018). Furthermore, digital storytelling is thought to enhance advanced digital literacy, critical thinking and language-learning skills (Kim and Lee, 2018). The current study focusses on creating more learning opportunities for second/foreign language (L2/FL) learners via the use of available technologies and media, as social interaction can result in positive changes in students' behaviours and improved relationships, all of which take place in a unique context -Saudi Arabiawhich has only recently been considered in the literature.…”

Section: Introductionmentioning

confidence: 99%

Socially orientated digital storytelling among Saudi EFL learners

Khateeb

2019

ITSE

View full text Add to dashboard Cite

Purpose The current research presents a 14-week experience of developing socially orientated narratives in a digital mode, which involved 60 female Saudi English as a foreign language (EFL) learners. Initially working together, they were later divided into groups of approximately eight members each. The purpose of this research is to determine the benefits and challenges facing EFL leaners who are engaged with socially orientated digital-storytelling tasks. It also explores the nature of creating language-related socially orientated digital-storytelling projects and the main features associated with such projects. This practice targets the use of a new form of educational technologies that promotes educators’ pedagogical strategies, as well as their social needs, by sharing learners’ personal thoughts with others and cooperating and coordinating with other team members. Design/methodology/approach The current research has been designed in line with qualitative analysis. A qualitative analysis approach was chosen as the study seeks to gain further understanding about the issue of socially orientated digital storytelling among EFL learners in Saudi Arabia. The two main research methods used for conducting this research were semi-structured interviews and analysis of the content produced by the participants. Both methods were selected to enable the participants to express their personal thoughts and feedback directly to the researcher. Findings The findings have shown several benefits of this method, as well as highlighted the challenges regarding the application of such a practice in English language classes at university. The findings have indicated that such a novel educational atmosphere would result in the role of social orientation as a culture for enhancing learners’ competence and willingness to share a co-learning experience being regarded more highly. In addition, the results have revealed how such group work can be constructed and the main aspects of content that exist in the digital stories produced. Research limitations/implications One limitation of the current research is that it only included a group of female EFL students. Therefore, it is recommended that the same research be conducted on male EFL students in Saudi Arabia so that a comparative analysis can be made regarding the effects of socially orientated digital storytelling on both genders. In addition, it is recommended that the research be carried out among more classes containing female and male EFL students to be able to analyse the data quantitatively. Lastly, there remains the issue of convincing administrators, parents and instructors opposed to these ideas to implement this kind of project in formal language education, which is often independently orientated. Practical implications The effect of such a practice is the improvements made to learners’ academic and digital literacies. Specifically, students’ academic-writing skills and abilities to tell stories are essential parts of this process that can be improved by learners during the online storytelling process. Originality/value The research presents an application of a promising pedagogy that integrates digital technologies into different learning settings, including the context of learning English as a foreign language.

show abstract

The Value of Digital Storytelling as an L2 Narrative Practice

Cited by 22 publications

References 23 publications

The Effectiveness of Storybird in Improving English Narrative Writing

The Effectiveness of Storybird in Improving English Narrative Writing

Digital Storytelling in Language Education

Socially orientated digital storytelling among Saudi EFL learners

Contact Info

Product

Resources

About