Digital Storytelling in Language Education

Moradi, Hamzeh; He-fang, Chen

doi:10.3390/bs9120147

Cited by 62 publications

(42 citation statements)

References 18 publications

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“…It improves the quality of education (Edyo, 2019) Using digital storytelling in classroom promotes creativity. It allows students to learn from real life situations (Moradi & Chen, 2019). It plays a major role in promoting religious values and principles among students (Abdulhameed, 2020).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…For classifying the means, the researcher used the criteria that are shown in the third table below: Table : (2 Edyo (2019), Robin (2008), Smeda et al (2014), Sadik (2008), Abed Al-Mo'men (2018), Moradi & Chen (2019), Abdollahpour & Asadzadeh (2012), Maureen et al (2018), Yang andWu (2012), Fokides (2016). and Thang et al (2014) The researcher concluded that primary school students in UAE show positive attitudes towards using the digital storytelling method by teachers in classroom, because the overall mean is 4.05.…”

Section: Analysis Criteriamentioning

confidence: 99%

“…It personalizes the learning experience of students. It increases the students' level of concentration (Moradi & Chen, 2019). It promotes deep learning.…”

Section: Introductionmentioning

confidence: 99%

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Attitudes of Primary School Students in UAE Towards Using Digital Story-Telling as a Learning Method in Classroom

2021

RHSS

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This study investigated the attitudes of primary school students in UAE towards using digital story-telling as a learning method in classroom. Through the adoption of a descriptive analytical approach, the researcher designed a survey in order to collect primary data. He uploaded the survey to the web through using Google Form. The survey was filled in by 99 female and male primary school students. Thus, the sample involves 99 female and male primary school students. Those sampled students are fifth graders and enrolled in a private primary school in UAE.Data was analysed and processed through SPSS software. Through this program, means and standard deviations are obtained and presented in tables. The researcher concluded several results. For instance, primary school students in UAE show positive attitudes towards using digital storytelling by teachers as a learning method in classroom.. Using this learning method develops students' problem solving, critical thinking, language, and social skills. It increases students' levels of concentration, retention and motivation to learn. However, it doesn't improves students' ability to draft stories nor foster their adjustment within the school environment. The researcher recommends carrying out a study to explore the effectiveness of using the digital storytelling method in UAE kindergartens from the teachers' perspective.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Analysis Criteriamentioning

confidence: 99%

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Attitudes of Primary School Students in UAE Towards Using Digital Story-Telling as a Learning Method in Classroom

2021

RHSS

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“…With appropriate technological tools such as editing software, learners empower themselves to be proficient in it as well as improving their knowledge acquisition, as a result, they are able to achieve the learning outcome which is to produce a creative and authentic DST (Sadik, 2008). DST represents an innovative approach in the ever-changing education landscape which helps to improve learning in terms of subject matter and acquisition of soft skills such as critical thinking, digital literacy and motivation (Moradi & Chen, 2019).…”

Section: Research Question 1: How Does Digital Storytelling Help To Improve the Learners' Comprehension Of A Literary Text?mentioning

confidence: 99%

Enhancing Literary Comprehension And Technology Engagement Via Digital Storytelling During A Pandemic Lockdown – A Qualitative Study on Malaysian Undergraduates

Bakar¹

2021

IJARBSS

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Learning of Literature is said to be challenging. This is perhaps due to the richness and complexities of the literary texts used in classrooms. When the world was hit by Covid-19 pandemic, alternative assessment and learning activities which are to be done online need to be implemented to replace conventional ones. The education landscape transformed immediately with the use of technology to minimise the disruption impact to teaching and learning caused by the pandemic. To engage learners in learning a literary text and enhance their literary comprehension, digital storytelling was opted for its value as an innovative pedagogical approach that may strengthen students' learning. The purpose of this study was to explore the manner Digital storytelling (DST) can benefit on learners' literary comprehension and technology engagement during a pandemic lockdown. The study adopted a qualitative approach by conducting an online semi-structured interview to 10 selected Malaysian undergraduates. The findings of the interview were tabulated and analysed thematically. Findings from the interviews indicated that the experience of preparing a digital story was a worthwhile yet challenging experience, however, it has greatly improved their literary comprehension on the issues depicted in the chosen literary play. In addition, learners also found that through the creation of a digital story, it also has expanded and enriched their technological skills through active and meaningful engagement in utilising the necessary video editing software. These indicated that digital storytelling is an effective tool in increasing learners' literary comprehension through engagement of technology which nowadays has become imperative during this pandemic era.

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“…Today, the duration of these narrations has been reduced further to a maximum of two minutes [2]. These videos include moving images, photographs, titles and effects such as transitions, often accompanied by the author's narrative voice or a background soundtrack [3]. These narratives are not implied to be works of art; in the sense of sophisticated technology, they are not glossy and commercial products but are somewhat distorted and imperfect from a formal and language point of view [4].…”

Section: Introductionmentioning

confidence: 99%

The Decision-Making Process and the Construction of Online Sociality through the Digital Storytelling Methodology

2021

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Digital storytelling (DST) is a teaching methodology (and tool) that is very widespread in different types of training: formal and informal, professional, and for adults. Presently, education is evolving and moving towards digital storytelling, starting from the models of Lambert and Olher. Today, although DST is usually used in the training that students receive for narrative learning, experimentation on the psychological and social consequences of this online teaching practice is still scarce. The literature acknowledges the widespread use of DST online, from psychology to communication and from marketing to training, providing Lambert’s and Olher’s models as references. Thus, the purpose of experimentation in this subject has been to try to mix these two models by selecting the phases of the model that focus most on creativity and narrative writing. The purpose of this study is to illustrate the experimentation conducted in the initial training of teachers to monitor the processes of negotiating content, making decisions and building a group atmosphere through the use of a narrative technique in an educational context. The sample was offered comprehension activities on narrative categories, creativity and autobiographical writing. The process in the group choice phase (negotiation) of the story was monitored through a questionnaire that includes three scales (the Melbourne Decision Making Questionnaire, Organisational Attitude, and Negotiations Self-Assessment Inventory). The study concluded that the standardised planning of activities that, to a greater degree of depth, promote participation and emotional involvement allows the creation of strong group thinking and affects the decision-making and negotiation processes of the activities being carried out by the participants.

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Digital Storytelling in Language Education

Cited by 62 publications

References 18 publications

Attitudes of Primary School Students in UAE Towards Using Digital Story-Telling as a Learning Method in Classroom

Attitudes of Primary School Students in UAE Towards Using Digital Story-Telling as a Learning Method in Classroom

Enhancing Literary Comprehension And Technology Engagement Via Digital Storytelling During A Pandemic Lockdown – A Qualitative Study on Malaysian Undergraduates

The Decision-Making Process and the Construction of Online Sociality through the Digital Storytelling Methodology

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