Perceived changes of identity construction through digital storytelling: A collective study abroad case study

Study abroad (SA) is considered one of the best ways to learn a foreign (FL) or second language (L2) while developing open-mindedness and intercultural awareness. Yet, less attention has been placed on students’ perception on identity development. Thus, this study explores study abroad (SA) students...

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Bibliographic Details
Published in:Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras 2022-01, p.193-214
Main Authors: Sepúlveda, Yerko, Edwards, Maya, Vasseur, Raychel, Elola, Idoia
Format: Article
Language:English
Online Access:Get full text
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Summary:Study abroad (SA) is considered one of the best ways to learn a foreign (FL) or second language (L2) while developing open-mindedness and intercultural awareness. Yet, less attention has been placed on students’ perception on identity development. Thus, this study explores study abroad (SA) students’ perceptions on identity construction through the incorporation of multiliteracies and multimodal texts (digital stories), by six participants in a second-year foundational Spanish course and an Advanced Spanish Grammar course in a Study Abroad (SA) program. Analyses of surveys, DSs, and final artifacts were grounded in Rogers’ notion of self-concept and Activity Theory (Leontiev, 1978). Results suggest that the digital and multimodal nature of DS creation facilitated greater opportunities for students to document their self-perceived gains in identity.
ISSN:1697-7467
2695-8244
DOI:10.30827/portalin.vi.23607