Turkish Teachers’ Views Regarding the Use of Digital Story Telling in Turkish Lessons

Kahtali, Bahar Doğan; Gençer, Gülşah

doi:10.7575/aiac.ijels.v.9n.2p.111

Cited by 2 publications

(2 citation statements)

References 8 publications

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“…In parallel with this, it was seen in various studies conducted in the literature that other stakeholders, along with the teachers, had positive attitudes and thoughts. In similar application-based studies conducted with teachers (Özerbaş & Öztürk, 2017;Doğan Kahtali & Gençer, 2021), primary and secondary school students (Baki & Feyzioğlu, 2017b;Bedir Erişti, 2016;Karakoyun, 2014), secondary school students (Kaya & Tekiner Tolu, 2017) and preservice teachers (Eroğlu, 2020;Anılan, Berber, & Anılan, 2018;Uslupehlivan, Kurtoğlu Erden, & Cebesoy, 2017), it was seen that these stakeholders had positive thoughts about creating digital stories and about the use of digital stories in the teaching-learning process. Various studies in the literature regarding the usability of digital stories in different courses support this result.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 97%

Teachers' Views about the Use of Digital Stories in Language Teaching Courses of Primary Schools in Turkey

Kaya¹

2023

MOJET

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The aim of this study was to determine the views of primary school teachers who gave language courses (mother tongue and foreign language) at the primary school level, about the use of information technologies, digital story preparation, and its use in lessons in the language teaching process. In the study, the phenomenology design, one of the qualitative research methods, was used. The participants were primary school teachers and English teachers who took part in the Digital Story Preparation training given within the scope of the European Union Comenius Regio. Among the 30 teachers who joined the training, 14 voluntarily participated in the study. At the end of the training, a written form prepared to consult the written views of the teachers was used as a data collection tool in the study. According to the research results, the teachers had positive attitudes and thoughts about the use of information technologies in the language teaching process and used them in the preparation, teaching-learning process, and evaluation stages of their lessons. However, their tendency to use ready-made e-learning content was found to be high. In addition, it was concluded that the practice-based Digital Story Preparation training they attended was beneficial and that the training contributed positively to their own professional development as well as to their thoughts and attitudes regarding technology integration into education.

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Section: Discussion Conclusion and Suggestionsmentioning

confidence: 97%

Teachers' Views about the Use of Digital Stories in Language Teaching Courses of Primary Schools in Turkey

Kaya¹

2023

MOJET

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“…There are many ways to integrate digital storytelling in the English language teaching and learning to enhance the learners' proficiency. The results, however, depends on how well it is utilised by the practitioners (Kahtali & Gençer, 2021).…”

Section: Discussionmentioning

confidence: 99%

Sustaining Education with Digital Storytelling in the English Language Teaching and Learning: A Systematic Review

Sabari¹,

Hashim²

2023

IJARBSS

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Digital storytelling has always been emphasised as a revolutionary approach as it sustains the education in the modern era. It is a trending educational approach which are being researched in many current studies. However, despite its importance in sustaining the education, the review of digital storytelling in the teaching and learning of English, specifically on the four main language skills, is sparse. Hence, this review systematically focuses on the state-of-practice of digital storytelling in English language teaching and learning of the four skills. Using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology, a total of 20 articles related to the use of digital storytelling in the English language classroom were identified from the ERIC, Web of Science, and SCOPUS databases. The inclusion and exclusion criteria were taken into consideration and all authors of the articles provided empirical proof which supports the implementation of digital storytelling in the English language teaching and learning of the four skills. First, the major findings revealed that digital storytelling is commonly utilised through project-based learning tasks. Second, writing skills are more emphasised through digital storytelling in the English language teaching and learning. These two findings implied that there are gaps in research on digital storytelling in the English language teaching and learning. In general, this review is important for practitioners to know which tasks to be used in using digital storytelling to teach the four language skills and in identifying gaps for research in digital storytelling and English language teaching and learning, to sustain the education in the future.

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Turkish Teachers’ Views Regarding the Use of Digital Story Telling in Turkish Lessons

Cited by 2 publications

References 8 publications

Teachers' Views about the Use of Digital Stories in Language Teaching Courses of Primary Schools in Turkey

Teachers' Views about the Use of Digital Stories in Language Teaching Courses of Primary Schools in Turkey

Sustaining Education with Digital Storytelling in the English Language Teaching and Learning: A Systematic Review

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