Digital storytelling as an interdisciplinary project to improve students' English speaking and creative thinking

The present research examined the effectiveness of digital storytelling (DST) on foreign language learners' English speaking and creative thinking. In this study, DST was realized in the form of an interdisciplinary project integrated in a partnership between an English course and a computer co...

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Bibliographic Details
Published in:Computer assisted language learning 2022-05, Vol.35 (4), p.840-862
Main Authors: Yang, Ya-Ting Carolyn, Chen, Yi-Chien, Hung, Hsiu-Ting
Format: Article
Language:English
Subjects:
Comparative Analysis
Computer Assisted Instruction
Computer assisted language learning
Cooperative Learning
Creative Thinking
Creativity
Creativity Tests
Curricula
Curriculum development
Digital storytelling
English (Second Language)
English as a second language instruction
English as a second language learning
English language
English language learning
Foreign Countries
Foreign languages
Grade 7
Interdisciplinary Approach
Interdisciplinary aspects
interdisciplinary projects
Learning
Learning outcomes
Multimedia
Multimedia Instruction
Outcomes of Education
Scores
Second Language Instruction
Second Language Learning
Speech Communication
Story Telling
Storytelling
Students
Teaching Methods
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Summary:The present research examined the effectiveness of digital storytelling (DST) on foreign language learners' English speaking and creative thinking. In this study, DST was realized in the form of an interdisciplinary project integrated in a partnership between an English course and a computer course, with the class time of the former devoted to the content design and that of the latter to the multimedia design of learner-generated digital stories. The participants were required to work in small groups to create their digital stories in the target language, English, under an eight-week interdisciplinary curriculum. A two-group quasi-experiment with a pretest and posttest design was then conducted to compare the participants' learning outcomes. The findings reveal the authentic and meaningful learning opportunities that DST has to offer for effectively fostering the students' development of becoming proficient English speakers and creative thinkers. Future implementations on interdisciplinary DST projects are thus recommended for educators.
ISSN:0958-8221
1744-3210
DOI:10.1080/09588221.2020.1750431