Engaging English student teachers in a digital storytelling project for young learners

Andayani, Rika

doi:10.1088/1755-1315/243/1/012066

Cited by 11 publications

(10 citation statements)

References 13 publications

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“…In a project with college English student teachers, Andayani (2019) describes the advantages of digital storytelling as a tool to promote collaborative learning skills when learning a second language. This study reports on the benefits in the learning of English of 31 pre-service students asked to create a digital fairy tale using multimedia and interactive technology.…”

Section: Discussionmentioning

confidence: 99%

“…Although digital and interactive technologies are claimed to create a favourable language learning environment capable of fostering creative and collaborative language learning and writing ( Wang and Vásquez, 2012 ), most of the studies reviewed have not been explicitly designed to improve and evaluate creativity as a social and collaborative endeavour. On the contrary, the importance of creativity in these papers is limited to the creation of a purely digital linguistic product, such as a text, a video or a podcast ( Andayani, 2019 ). Therefore, this review paper can be taken as the basis for future research in language education.…”

Section: Discussionmentioning

confidence: 99%

“…auditory, visual, linguistic, spatial and body modes) on the one hand; on the other, the multimodal interaction of technologies provides pedagogical support for learners to optimise their language and literacy learning. For example, digital storytelling has been used to create collaborative storeys as well as to favour language learning specially, learning an L2 in multilingual learning ( Anderson et al, 2018 ; Andayani, 2019 ; Tyrou, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

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The Role of Digital Technologies to Promote Collaborative Creativity in Language Education

et al. 2022

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The importance of cultivating creativity in language education has been widely acknowledged in the academic literature. In this respect, digital technologies can play a key role in achieving this endeavour. The socio-cultural conceptualization of creativity stresses the role of communication, collaboration and dialogical interaction of creative expression in language education. The objective of this paper is to study the literature focusing on cases of collaborative creativity and technology embedded in language education. To this end, we carry out a systematic revision of state-of-the-art literature consisting of 26 blind peer-reviewed empirical studies selected from several databases that address our main research question, namely, which specific roles and forms of digital technology can be identified in the existing literature that support collaborative creativity in language education. Results show that the features of digital technology unfold a range of learning opportunities in language education and can play three different roles in promoting collaborative creativity: (1) as a tutoring device that guides the implementation of key co-creation skills; (2) as a tool that enables and shapes the development of co-creative thinking skills; and (3) as a medium that creates rich and resourceful environments to stimulate the emergence of collective creative processes. The paper also reveals that these three roles can be performed using a wide range of interactive technologies that encourage students to participate in a rich, co-creative language learning experience and equip learners with key competences to approach complex problems in a globalised and hyper-connected world. Finally, this paper may contribute to developing future language technology-enhanced learning projects capable of promoting key collaborative and creative processes.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Role of Digital Technologies to Promote Collaborative Creativity in Language Education

et al. 2022

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“…Li (2019) in her research to analyze the improving the interaction between teachers and students is one of the means to increase the quality of College English language teaching. Andayani (2019) reports on a seven-week class project in which English student teachers create a digital storytelling project to teach English for young learners.…”

Section: Literature Reviewmentioning

confidence: 99%

Formation of Professional Self-Determination of Future Teachers of Non-Language Specialties when Learning the English Language

Yemelyanova

Tadeush

Душечкіна

et al. 2022

RREM

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The article reviews the formation of professional self-determination of future teachers of non-language specialties when learning the English language. The aim of the study was the formation of motivation for the study of the English language by students of pedagogical universities of non-linguistic specialties. The hypothesis of the research was that the use of the English language of the professional direction increases the motivation for learning the language, provides an awareness of the practical and theoretical significance of the knowledge gained for future professional activities and is a factor professional self-determination. Based on this goal, the following tasks were solved: studies of the professional orientation of students and the level of motivation for studying the discipline "English language of a professional direction" were carried out, measures were developed to form the professional self-determination of students. At the stage of the formative experiment, the work programs of the discipline are drawn up in such a way that each content module takes into account the urgent problems of the corresponding specialty. The use of modern information and innovative technologies in project activities contributed to the formation of professional motives for learning English, skills and abilities of communication in English in the professional sphere, an increase in the number of special terminology, the intensive development of all language skills: speaking, reading, listening and writing.

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“…Bu çalışmaların büyük bir bölümü tek bir disiplin alanına yönelik olarak gerçekleştirilen çalışmalar olup bu disiplinde yer alan beceriler üzerinde dijital hikâye anlatımının etkisine ulaşılmaya çalışılmaktadır. Bununla beraber yaratıcılık, kritik düşünme, problem çözme, işbirliğine dayalı öğrenme, bilgi ve medya okuryazarlığı ve iletişim becerilerini kapsayan bir beceri seti olarak değerlendirilen 21. yüzyıl becerilerinin (P21, 2006) bir ya da bir kaçına ilişkin bulgular sunan çalışmalar da mevcuttur (Andayani, 2019;Erişti, 2017;Hava, 2019;Kocakaya vd., 2016;Ono ve Nakajima, 2017;Turan ve Seker, 2018). Dijital hikâye anlatımı yönteminde, dijital hikâyesi yapılacak konu bir ya da birden fazla sosyal bilimler veya fen bilimleri alanı disiplinlerini bir araya getirecek bir konu şeklinde tasarlanabilmektedir.…”

unclassified

Dijital Hikaye Anlatımının Disiplinlerarası Öğretim Bağlamında Kullanım Durumları

Bahadir

Tüfekci

Çakır

2021

Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi

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Dijital hikâye anlatımı, disiplinlerarası öğretim, Tasarım temelli öğrenme Özet Bu çalışmanın amacı alanyazında disiplinlerarası öğretim yaklaşımı ile ele alınan dijital hikâye anlatımı çalışmalarını (DHA) betimleyerek DHA'nın farklı disiplinlerdeki bilgi ve becerileri ortak bir amaç doğrultusunda birbirine entegre etme potansiyelini ortaya çıkarmak ve bu yönde yapılacak çalışmalar için bir temel oluşturmaktır. 2014-2020 yılları arasında alanyazında yer alan DHA çalışmaları disiplinlerarası öğretim yaklaşımı ile uygulanma kriteri göz önünde bulundurularak betimsel tarama yöntemi ile taranmıştır. Ulaşılan 12 makale yayın yılı, uygulandığı ülke, katılımcı sayısı, sınıf düzeyi, çalışılan disiplin alanları, disiplin alanlarının entegrasyon durumları, araştırma metodu ve öğrenme çıktıları ölçütleri doğrultusunda içerik analizine tabi tutulmuştur. Yapılan analiz sonucunda alanyazında DHA'nın disiplinlerarası öğretim bakımından uygulandığı çalışma sayısının 2019 yılından itibaren artış göstermeye başladığı tespit edilmiştir. Çalışmalarda çoğunlukla teknolojinin yabancı dil ve ana dil ile entegrasyonu üzerinde durulduğu görülmüştür. Elde edilen sonuçlar doğrultusunda DHA'nın, birden fazla disiplin alanını disiplinlerarası öğretim bağlamında birbiri ile entegre etmek üzere kullanmak için etkin ve güçlü bir yöntem olduğu değerlendirilmektedir.

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Engaging English student teachers in a digital storytelling project for young learners

Cited by 11 publications

References 13 publications

The Role of Digital Technologies to Promote Collaborative Creativity in Language Education

The Role of Digital Technologies to Promote Collaborative Creativity in Language Education

Formation of Professional Self-Determination of Future Teachers of Non-Language Specialties when Learning the English Language

Dijital Hikaye Anlatımının Disiplinlerarası Öğretim Bağlamında Kullanım Durumları

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