Effects of offline vs. online digital storytelling on the development of EFL learners’ literacy skills

Brazilian learners of English perceptions about oral production on a digital storytelling task cycle

“…Thus, these results seem to be in agreement with Delatorre's (2017) observation that her participants did not possibly have an effective contact with English through songs, movies or TV shows and series in order to help them to increase the rate of verb intelligibility, which was low and had a moderate correlation with language experience in the two intelligibility tests. Despite these results, the use of new tools and 10 11 strategies, such as technology, images, music and sounds, video clips, text, and/or narration, the digital storytelling components, as suggested by Castañeda (2013), Christiansen and Koelzer (2016), Herrera-Ramirez (2013), Pardo (2014) and Rahimi and Yadollahi (2017), social networks, as suggested by Namaziandost, Nasri and Keshmirshekan (2019) and Paiva (2019) and smartphones and apps, as suggested by Shorna and Shorna (2019), to teach languages (e.g., English) may result in learners more committed with their own learning since it becomes more contextualized and meaningful (Braga, Gomes Junior & Racilan, 2017;Shorna & Shorna, 2019;Tumolo, 2006Tumolo, , 2015Tumolo, , 2017 or just enjoyable as in Shorna and Shorna's (2019) words. In addition, these apparent inconsistent or contradictory results suggest, however, a variation in the language learning process, as proposed by the Dynamic System Theory for language acquisition, which is very common in the language classroom since language learning seems not to be linear and similar to all learners.…”

“…These resource combinations integrate all language skills in a multimodal manner when L2 learners orally narrate part of their own stories. Moreover, the digital storytelling as pedagogical tool has shown learning benefits for L2 writing because it leads to story construction, script writing, as well as to their teachers and colleagues' feedback (CASTAÑEDA, 2013;HERRERA-RAMIREZ, 2013;PARDO, 2014;RAHIMI;YADOLLAHI, 2017). In addition, Nishioka (2016) and Yuskel, Robin and McNeil (2011) consider that digital storytelling enhances learners' digital skills, critical thinking as well as 5 interpersonal and collaborative skills.…”

Dijital Öykülerin Türkçe Dil Becerilerinin Gelişimine Etkisi: Bir Meta Analiz Çalışması

“…Dijital öyküleme sürecinde yazma, yazılanları düzenleme ve sonrasında yazılanları dijital hâle getirme aşamalarının önemi dikkate alındığında dijital öykünün etkili olabilmesi için ilk olarak öğrencilerin yazma becerisinin geliştirilmesi gerektiği ortaya çıkmaktadır. Alanyazında yer alan birçok araştırmada dijital öykülerin yazma sürecinde öğrencilerin düzenleme becerilerini geliştirdiği ifade edilmiştir (Baki, 2015;Dayan ve Girmen, 2018;Doğan ve Robin, 2008;Rahimi ve Yadollahi, 2017;Robin, 2008). Bu da yazma becerisinin gelişimiyle paralel olarak dijital öykülemenin etkisinin artabileceğini göstermektedir.…”

Untitled

“…They recommended that to augment digital books' advantages, the teacher's essence is significant. Rahimi and Yadollahi (2017) examined the impacts of disconnected versus computerized narrating on the improvement of EFL students' education aptitudes. As per their discoveries, online computerized narrating offers EFL students the chance to build up their language proficiency and invest more energy working with innovation for instructional purposes.…”