Videoed storytelling in primary education EFL: exploring trainees’ digital shift

Abstract

This study explores the challenges and benefits primary education EFL trainees (N = 28) reported when designing and videoing a storytelling session originally intended to be conducted offline with young learners. This change of scenario was caused by the COVID-19 crisis. The data for the study were derived from the trainees’ written reflections, focus group interviews, videos of instructional sessions and student-authored multimodal videos, which were explored to interpret trainees’ creative processes while engaged in multimodal composing. The results indicate that trainees hold videoed storytelling to have a similar number of challenges and benefits as face-to-face storytelling. However, two of the reported advantages, enhanced creativity and self-confidence, sit at misconceptions based on trainees’ limited knowledge of the pedagogical potential of multimodal resources. The findings have important educational implications in helping develop a pedagogy of videoed storytelling, while also highlighting the need for teacher training programs to specifically target the development of teachers’ competence in multimodal pedagogy.

Shaping The Way to Teach? Exploring the Adoption of Digital Multimodal Texts As Instructional Tools in EFL Teaching Practicum

“…Video can Accurately illustrate complex processes and simulations through animation and visuals (Khomyshak, 2022). They are also noted for their capacity to boost student motivation, shape attitudes, and offer a flexible, interactive, and cost-effective means of learning (Mora & Coyle, 2023). However, challenges are apparent, such as the need for specialized facilities and the dependence on electricity (Dan, 2023), which may be problematic in areas with unstable power supplies.…”