Story as a Vehicle to Promote EFL Learners’ English

With the increase of the interest in foreign language teaching at early stages over the last few years in China, more and more researchers and teachers devote to teaching English to young learners. They try to find out the most effective way or approach to teach English to young learners and English story teaching is one of them. The paper reviews previous research on English story as a vehicle to promote young learners English as a foreign language in China and the supply with the criteria of selecting a story for young English learner

A Journey of Foreign Language Teaching and Learning

This portfolio is designed to share with the reader the author’s beliefs about a number of issues related to effective foreign language (FL) learning and teaching rooted in theoretical foundations of second language acquisition as well as provide insights about her own teaching and observation experiences per the requirements for her Master of Second Language Teaching (MSLT) program. The target languages focused on in this portfolio are FL Chinese and English. Divided into three main parts, this portfolio addresses: 1) the author’s teaching philosophy; 2) language, literacy, and culture papers from research perspectives; and 3) annotated bibliographies that serve as additional records of the author’s learning while in the MSLT program. The language paper is a hypothetical study involving the technological application of Memrise in FL Chinese classrooms. The literacy paper is a description of a proposed study that examines the use and effects of digital storytelling on Chinese FL learners’ writing and speaking skills. Finally, the culture paper is a literature review that focuses on the impact of English and Chinese FL learners\u27 identities on their learning

The Effect of Digital Storytelling to Improve Sunday School Children Vocabulary Mastery

Tujuan peneneltian ini adalah untuk menemukan apakah teknik digital storytelling sangat berpengatuh kepada kemampuan kosa kata. Penelitian ini menggunakan kualitatif dengan metode penelitian eksperimen. Pupulasi penelitian ini adalah Anak Sekolah Minggu Gereja Batak Karo Protestan. sampel penelitian ini adalah anak remaja yang terdiri dari 50 anak. Mereka dibagi menjadi dua kelas, kelas eksperimental dan kontrol. Berdasarkan analisis data, ditemukan bahwa t-observe (3.3) lebih besar dari t table 2.010 pada tingkat siknifikan 0.005 dari tes t-table dan (df) adalah 48. Itu menunjukkan bahwa ada pengaruh digital story telling terhadap kemampuan kosa kata pada Anak Sekolah Minggu Gereja Batak Karo Protestan di Medan

Ethnic Layers of Detroit: Experiencing Place through Digital Storytelling

Ethnic Layers of Detroit (ELD) seeks to engage students in documenting and sharing the complex layers of Detroit’s ethnic histories though an interactive digital storytelling web portal. We are requesting Level II funding to expand on our pilot project to hire student assistants to develop 20-25 additional multimedia narratives over an 18-month period.This project is innovative in that it facilitates interdisciplinary investigation and collaboration, and uses available technology in new ways to explore the multilayered connections between people, practices and the urban environment through narrative and experientially-based learning activities. By constructing a student-centered project with overlapping creative, intellectual, and technical training opportunities, our project will provide students with the transferable skills and experience to communicate with and contribute to a range of humanities, multimedia, and urban-focused colleagues and careers

THE EFFECT OF DIGITAL STORYTELLING TO IMPROVE SUNDAY SCHOOL CHILDREN VOCABULARY MASTERY: Sri Ninta Tarigan, SS., M.Hum. Universitas Prima Indonesia Medan [email protected]

Tujuan peneneltian ini adalah untuk menemukan apakah teknik digital storytelling sangat berpengatuh kepada kemampuan kosa kata. Penelitian ini menggunakan kualitatif dengan metode penelitian eksperimen. Pupulasi penelitian ini adalah Anak Sekolah Minggu Gereja Batak Karo Protestan. sampel penelitian ini adalah anak remaja yang terdiri dari 50 anak. Mereka dibagi menjadi dua kelas, kelas eksperimental dan kontrol. Berdasarkan analisis data, ditemukan bahwa t-observe (3.3) lebih besar dari t table 2.010 pada tingkat siknifikan 0.005 dari tes t-table dan (df) adalah 48. Itu menunjukkan bahwa ada pengaruh digital story telling terhadap kemampuan kosa kata pada Anak Sekolah Minggu Gereja Batak Karo Protestan di Medan

The influence of digital storytelling in EFL/ESL students’ writing skills

Digital Storytelling (DS) es una herramienta tecnológica que se ha implementado en la educación del inglés como lengua extranjera y como segunda lengua en los años recientes. En efecto, los investigadores han comenzado a explorar profundamente cómo este instrumento mejora las habilidades de escritura de los estudiantes. Al recopilar, analizar e interpretar veinte estudios primarios, esta síntesis de investigación tiene como objetivo determinar la influencia de DS en la producción de textos escritos en contextos de inglés como lengua extranjera y segunda lengua. Además, este trabajo examina las percepciones de instructores y alumnos y los beneficios que tiene DS en las micro habilidades de escritura. Por lo tanto, solo se consideraron para la investigación los estudios escritos en inglés, publicados a partir del año 2014 y con un enfoque pedagógico en el contexto de inglés como lengua extranjera y segunda lengua. Los resultados han revelado efectos positivos al aplicar DS en la producción escrita de los educandos. De hecho, los hallazgos demuestran que es un instrumento que ayuda a corregir errores de puntuación, gramática, vocabulario y otros. Asimismo, esta síntesis de investigación adopta el análisis de estudios cualitativos, cuantitativos y mixtos, con mayor relevancia a los cualitativos, con el propósito de interpretar las percepciones de los aprendices y profesores sobre DS. En consecuencia, DS es considerada una herramienta que mejora las macro y micro habilidades de escritura de los aprendientes a través de la motivación, a la vez que facilita, el proceso de enseñanza-aprendizaje del inglés en sus contextos de lengua extranjera y segunda lengua, respectivamente.Digital Storytelling (DS) is a technological tool which has been implemented in English as a Foreign Language and as a Second Language (EFL, ESL) educational field in recent years. Indeed, researchers have deeply begun to explore how this instrument improves and enhances students' writing skills. By collecting, analyzing, and interpreting twenty primary studies, this research synthesis aims to determine the influence of DS on the production of students' written texts in EFL/ESL contexts. Additionally, this work examines the instructors' and pupils' perceptions and the benefits DS has caused in writing micro-skills. Therefore, only studies written in English, published from 2014 onwards, and with a pedagogical approach in an EFL/ESL context were considered for proper research. The results have revealed positive outcomes by applying DS in students' written production. In fact, findings show that it is an instrument that aids in correcting mistakes in punctuation, grammar, vocabulary, and others. Moreover, this research synthesis adopts the analysis of qualitative, quantitative, and mixed studies with greater relevance to the qualitative ones to interpret learners' and teachers' perceptions regarding DS. Consequently, DS is considered a tool that improves students' writing macro and micro-skills by means of motivation and facilitates the teaching-learning process in an EFL, ESL contextLicenciado en Pedagogía del Idioma InglésCuenc

Transforming English as a Second Language Story Readers into Storytellers: Examining Learners\u27 Experiences in a Video Book Trailer Project

Reading is a challenging task for English as a Second Language (ESL) students (Pang, 2008; Nassaji, 2011). Instructors and researchers have explored various ways to promote ESL students\u27 reading development. Since research on story-based pedagogy has shown benefits in the area of language development, stories can be used to promote ESL reading development. Furthermore, research on Digital Booktalk shows that when students engaged in after-reading video production activities they found a new purpose in reading (Gunter & Kenny, 2012). Additionally, digital storytelling (DST) research has revealed that DST can foster learner motivation and autonomy (Hafner & Miller, 2011; Kim, 2014). In this study, ESL instructors engaged adult ESL students in a video book trailer (VBT) production project. ESL students learned story structural elements, drafted story summaries, and used Web 2.0 tools to produce a VBT to retell the stories they read. This phenomenological study investigated ESL students\u27 experiences in the VBT project. Data was gathered from questionnaires, interviews, classroom observations, and student assignments. Student interviews, classroom observations, and open-ended questions in questionnaires were coded. There were two cycles of coding where codes and pattern codes were developed. Data from questionnaires, classroom observation recordings and student assignments triangulated findings from interviews. This study revealed participants\u27 learning benefits, challenges, and their comparisons with their earlier educational experiences. First and foremost, it is suggested that a VBT project could provide integrated and implicit English learning opportunities for reading, vocabulary, writing, pronunciation and speaking. The primary obstacles reported by participants were insufficient time and energy as well as demanding linguistic expectations. When comparing this project with their earlier learning experiences, participants identified that digital production tasks were somewhat familiar. While learning to produce their own VBTs, They developed their digital skills for English learning purposes and mastered video editing skills. Project completers reported that they were excited that they were reading for a brand-new goal and increased their self-efficacy in using English and working on academic projects. Pedagogical implications were provided for future implementation in second language classrooms

The Influence of Digital Storytelling on English Literacy Skills of EFL Learners

La narración digital (DST, por sus siglas en inglés) es una herramienta que actualmente se considera para enseñar inglés de manera creativa y entretenida, pero no es un instrumento nuevo; ha estado presente desde la década de los 90. Según algunos investigadores, DST se ha vuelto más popular como objeto de estudio por su influencia en las habilidades de lectoescritura de los estudiantes de inglés como lengua extranjera (EFL, por sus siglas en inglés) a partir de 2008. Esta síntesis de investigación busca determinar los impactos más significativos de DST en las habilidades de lecto-escritura de los estudiantes de EFL mediante la recopilación, evaluación y análisis de veinte estudios. Además, esta investigación examina los beneficios, dificultades y cómo DST influye en las habilidades de lecto-escritura de los estudiantes. Asimismo, intenta analizar la motivación de los profesores en cuanto a la implementación de esta herramienta en el aula. Por lo tanto, los estudios que se tendrán en cuenta son aquellos publicados en inglés, desde 2008 hasta 2022, y estudios relacionados con DST en el campo de la enseñanza. Los resultados de esta investigación han mostrado efectos positivos en los estudiantes cuyos profesores utilizaron DST para enseñar inglés. De hecho, estos estudiantes mostraron una mejora en sus habilidades de lectura (comprensión y capacidad). Además, el uso de esta herramienta mejoró la motivación, gramática, vocabulario, escritura y originalidad de los estudiantes. Por lo tanto, DST es considerada una herramienta que mejora las habilidades de lecto-escritura de los estudiantes y hace que el proceso de enseñanza de EFL sea más fácil, agradable e innovador.Digital storytelling (DST) is a tool that has been considered for teaching English in a creative and entertaining way nowadays, but it is not a new instrument; it has been around since the 1900s. According to some researchers, DST has become more popular as a subject of study for its influence on English as a Foreign Language (EFL) students’ literacy from 2008 onwards. This research synthesis seeks to determine the most significant impacts of DST on EFL learners’ literacy skills by gathering, evaluating, and analyzing twenty studies. Moreover, this research examines the benefits and difficulties of DST and how it influences students’ literacy skills. Furthermore, it also aims to analyze teachers’ motivation toward the implementation of this tool in the classroom. Therefore, the studies considered for this research synthesis are those published in English from 2008 to 2022 and studies related to DST in the teaching field. The results of this research have shown positive effects on the learners whose teachers used DST for teaching English. Indeed, these students showed an improvement in their reading skills (comprehension and ability). In addition, the use of this tool enhanced the students’ motivation, grammar, vocabulary, writing skills, and originality. Hence, DST is considered a tool that improves students’ literacy skills and makes the EFL teaching process, easier, delightful, and innovative.0000-0001-6561-685

Intergenerational Digital Storytelling: four racconti for a new approach

Digital storytelling has been slowly penetrating the world of education and social development since a while. Intergenerational learning seems a promising and somehow natural domain for digital storytelling, as it offers a perfect venue to bring together memory and wisdom with digital media skills AND VIBRANT COMMUNICATION. This paper presents the efforts made by Associazione seed to transfer digital storytelling to intergenerational learning, based on its previous work with the Digital Storytelling for Development model in many fields

DEVELOPING MULTIMODAL DIGITAL LITERACY: THE APPLICATION OF DIGITAL STORYTELLING AS A NEW AVENUE FOR EFFECTIVE ENGLISH LEARNING WITH EFL ELEMENTARY SCHOOL STUDENTS IN KOREA

The purpose of this mixed method research study is to investigate the educational effects of digital storytelling as a communicative language learning strategy in an EFL elementary school class in Korea. In order to find out the benefits and challenges of digital storytelling in EFL class, this study was conducted for 12 weeks in a rural elementary school. Digital storytelling was selected and utilized in the after-school English class, as main teaching and learning tool. Guiding research questions were 1) what are the potential benefits and challenges of digital storytelling for young EFL learners when it is employed in a rural context as a language learning activity? i. e.) the change of motivation, reading, writing, listening, speaking ability, and 2) What does the English teacher find to be benefits and challenges of using a digital storytelling as pedagogical strategies in Korean EFL classroom?. In order to answer those questions, a survey questionnaire on students’ learning attitude was distributed, and pre- and post-test were employed to investigate the difference in terms of the ability of reading, writing, listening and speaking over time. In addition, student’s reflective self-evaluation log, teacher’s lecture report, classroom observation and in/formal interviews with focal students and the teacher were also collected to figure out the factors which gave an influence to students and the teacher. Both quantitative and qualitative data were collected and analyzed based on the characteristics of each data set. The quantitative data results indicated that students show overall improvement in academic performance in terms of reading, writing, listening and speaking. In addition to English proficiency, the learning attitude and motivation toward English learning was elevated, followed by the increase of their critical, creative thinking, and digital literacy skills. The other results of qualitative data highlighted that the English teacher and students were satisfied with the learning experience with digital storytelling in that it played a key role in motivating the learning process and was an effective tool for active learning. To sum up, it seems clear that the digital storytelling activity, as integrated instructional strategy has the potential to shed light on helping EFL learners in a rural school to develop English skills as well as to change their learning attitude toward studying English. In addition, digital storytelling also increased skills other than academic skills related to learning English, and it also helped to improve students’ communicative ability, encouraging their collaboration, motivation and creativity to be heightened