Students’ perceptions about the effects of collaborative digital storytelling on writing skills

Tanrıkulu, Fatih

doi:10.1080/09588221.2020.1774611

Cited by 59 publications

(31 citation statements)

References 22 publications

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“…The data show the main reasons for this situation among Saudi learners are attributed more to external factors, i.e. institutional policies, faculties and the predominant culture, than internal causes, students' own accountability for their learning, with the latter having significantly lower average values (Al-Saleh, 2018Alhujaylan, 2019Khan & Khan, 2016;Al-Mudhi, 2019;Tanrıkulu, 2020). Students in Saudi Arabian schools still shun and/or postpone writing.…”

Section: Resultsmentioning

confidence: 94%

Strategies of Teaching Writing at Saudi Tertiary-Level Institutions: Reality and Expectations

Alkodimi¹,

Al-Ahdal²

2021

AWEJ

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Teaching writing in English is a particularly daunting task for EFL teachers. Much of it concerns teaching accuracy in text production, development and thought expression which is usually not the teachers’ stated aim. Thus, teachers’ perceptions to the teaching of writing and the actual classroom practices need examination, which is the aim of this study, a prerequisite to recommending pedagogical changes to bridge the gap that exists between educational aims and outcomes so far as the teaching of writing to EFL learners in Saudi tertiary level educational institutions is concerned. The study applies a quantitative approach via a survey conducted with one hundred EFL teachers at Imam Mohammed Ibn Saud Islamic University (IMBSIU, henceforth), Qassim University and King Khaled University, Saudi Arabia. Results suggest that inadequate English resources and inefficient teaching methods are, in general, the main causes of poor writing skills. Further, the teachers perceive limited lexis, irregular sentences, and orthographical differences with the mother tongue as impediments in the learners’ ability to write well in English. The study concludes with some pertinent recommendations to remedy the situation.

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Section: Resultsmentioning

confidence: 94%

Strategies of Teaching Writing at Saudi Tertiary-Level Institutions: Reality and Expectations

Alkodimi¹,

Al-Ahdal²

2021

AWEJ

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“…In the aspect of linguistic development, a digital storytelling-facilitated interdisciplinary curriculum improved speakers' English proficiency and creative thinking skills (Yang, Chen, & Hung, 2020). Collaborative digital storytelling also improved writing (Tanrıkulu, 2020). The finding implicates the usefulness of technology-combined humanities.…”

Section: ) the Educational Role Of Humanities In H-steammentioning

confidence: 90%

A Study of STEAM Model Development and Assessment Method for Deep Learning: Through the Voice of Mimesis and Brontë

Lee¹

2021

J Eng Tech Movie Media

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This research aimed to explore a humanities-based STEAM (H-STEAM) model for EFL undergraduates (n = 72) to improve deeper thoughts and language proficiency in a multidisciplinary setting. The H-STEAM focused on the integration of a literature text, Emily Brontë’s Wuthering Heights, and the philosophical analysis framework of mimesis as a humanities resource. For a specific teaching and learning method, various group activities based on project-based learning (PBL) were fabricated to enhance collaborative and conceptual learning both inside and outside of the classroom. Analyzing the relationship of Wuthering Heights and mimesis, learners shared and adopted peers’ opinions with openness. They could improve problem-solving ability, caring, communication skills, and self-reviewing practice when accumulating content knowledge and generating creative ideas. This study organized student-based assessment; self-assessment (SA) and peer-assessment (PA). SPSS 25 was conducted for the correlation and reliability analysis of SA and PA, and the evaluation of linguistic improvement. The results indicate that the H-STEAM facilitating PBL can be more workable through openness and community caring. The integration of collaborative and conceptual learning through PBL can empower learners’ autonomy and produce deeper thoughts, which can contribute to deep learning. Consequently, this study may suggest a path to develop H-STEAM for higher education.

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“…Digital video combines various multimedia sources such as images, audio, and videos [6]. It is a good example to promote students' speaking skills and provide them with the value of experiential learning [7].…”

Section: Digital Videomentioning

confidence: 99%

“…The use of technology such as digital video in the learning process has been proven to help students be more active during the teaching and learning process as well as improve their writing and speaking skills. Digital video combines various multimedia sources such as images, audio, and videos [6]. It is a good example to promote students' speaking and writing skills and provide them the value of experiential in learning [17].…”

Section: Figure 6 Students' Compositionmentioning

confidence: 99%

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Developing Students’ English Skill Through Digital Video as Multimodal for Young Learners in Online Learning

Susanti¹,

Presdyasmara²,

Dewi³

et al. 2021

Proceedings of the International Joint Conference on Arts and Humanities 2021 (IJCAH 2021)

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This study described EFL young learners how to develop their English using digital video as multimodal in online learning. Recently, all the processes of teaching-learning have been conducted in online learning mode. Therefore, technology has an important role to motivate students, especially young learners, to learn and improve their English skills. Using digital video can help learners to both interpreting and producing multimodal texts. It can also develop young learners for making meaning since they can watch something displayed in video using English. Digital video provides learners with imagery and audio-visual modes of representation beyond the linguistics mode for engaging young learners to learn English. The participants are twenty-four students in primary school conducting online learning in a primary school of Muhammadiyah 24 Surabaya. The instruments were observation sheet and rubric to analyze students' multimodal composition. The results showed that by using digital video, the students could be able to write simple story and present their story. Although, they made mistakes in grammatical aspects, they could write comprehend story. It could be suggested that multimodal could be used in teaching and learning process to engage students' motivation and competence.

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Students’ perceptions about the effects of collaborative digital storytelling on writing skills

Cited by 59 publications

References 22 publications

Strategies of Teaching Writing at Saudi Tertiary-Level Institutions: Reality and Expectations

Strategies of Teaching Writing at Saudi Tertiary-Level Institutions: Reality and Expectations

A Study of STEAM Model Development and Assessment Method for Deep Learning: Through the Voice of Mimesis and Brontë

Developing Students’ English Skill Through Digital Video as Multimodal for Young Learners in Online Learning

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