Exploring the Benefits of Digital Storytelling for Enhancing Teaching and Learning

Harjono, Hery; Wiryotinoyo, Mujiyono

doi:10.2991/aer.k.210825.047

Cited by 2 publications

(2 citation statements)

References 6 publications

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“…Digital storytelling can improve students' comprehension of English language instruction since it makes the learning process more realistic, satisfies pedagogical requirements, and has supportive technology integration. This finding concurs with Harjono & Wiryotinoyo (2021) who reported that because abstract notions in learning topics can be portrayed to make them more vivid and understandable, emotional involvement is also increased. Therefore, determining in-depth learning of the learning content depends greatly on this emotional involvement.…”

Section: Discussionsupporting

confidence: 91%

Scrutinizing Students’ Perspectives on Digital Storytelling as an Educational Tool in Learning English

Asnas

2024

JOLLT

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English Teachers encounter difficulties when trying to pique students' interest in learning English. Technological innovations can enhance English courses through digital storytelling, which can support English lessons because it can strengthen students' commitment to learning and foster a better learning atmosphere. Therefore, this study aims to explore students' views of the attitudes and barriers when leveraging digital storytelling in learning English. This research utilized qualitative methods with questionnaire and interview research instruments to fill the methodological gap because there was a lot of research on digital storytelling conducted using quantitative methods. There were forty eighth-grade students at a private junior high school in Malang who had filled out the questionnaire, and three of them were interviewed. The research results showed that when leveraging digital storytelling to learn English, they have a favorable perspective concerning it, such as assisting them in focusing on the lesson material, keeping them entertained, aiding them in visualizing the lesson material, deepening their understanding of the lesson material, engaging them in learning, helping them communicate in English, providing them a sense of security to take part in class, and creating a stimulating learning environment. On the other hand, some students displayed uncertainty in terms of self-confidence and self-motivation when learning English leveraging digital storytelling although some students also demonstrated an increase in these traits. In addition, by leveraging digital storytelling, they found it simpler to recall the information given and felt more at ease expressing their language proficiency in the form of listening, speaking, reading, and writing. However, they ran into barriers while leveraging digital storytelling in English classrooms, including technological issues and trouble understanding unfamiliar vocabulary. The study’s implications have been mentioned here.

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Section: Discussionsupporting

confidence: 91%

Scrutinizing Students’ Perspectives on Digital Storytelling as an Educational Tool in Learning English

Asnas

2024

JOLLT

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“…Particularly, this paper provides a recapitulation of the way digital storytelling is used in the English language teaching and learning, in terms of the nature of the practice and the language skills that are tackled. The art of oral storytelling has been a part of human civilisation for a very long time (Harjono & Wiryotinoyo, 2020). It has been practiced in various cultures and has been passed down throughout generations until today (Yee et al, 2020).…”

Section: Introductionmentioning

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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Exploring the Benefits of Digital Storytelling for Enhancing Teaching and Learning

Cited by 2 publications

References 6 publications

Scrutinizing Students’ Perspectives on Digital Storytelling as an Educational Tool in Learning English

Scrutinizing Students’ Perspectives on Digital Storytelling as an Educational Tool in Learning English

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

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