Digital Storytelling: A Case Study of the Creation, and Narration of a Story by EFL Learners

Autor/in	Soler Pardo, Betlem
Titel	Digital Storytelling: A Case Study of the Creation, and Narration of a Story by EFL Learners
Quelle	In: Digital Education Review, (2014) 26, S.74-84 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2013-9144
Schlagwörter	English (Second Language); Second Language Learning; Story Telling; Teaching Methods; Educational Technology; Second Language Instruction; Computer Software; Higher Education; Case Studies; Undergraduate Students; Foreign Countries; Language Teachers; Teacher Education; Elementary School Teachers; Narration; Spain (Valencia) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Fremdsprachenunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Ausland; Language teacher; Sprachunterricht; Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The use of technology to teach English as a Foreign Language (EFL) has been greatly expanded in recent decades, and has also been construed by educators as a fresh alternative to traditional pedagogy. Digital Storytelling can offer this alternative as, without neglecting the target of improving teaching quality, it has been proved to be a successful instructional tool to teach EFL (Gregori-Signes, 2008a; 2012), since it can combine the advantages and success of traditional storytelling with the innovations of new technologies to teach a foreign language. The aim of this case-study is to foster students' writing and speaking skills (Reinders, 2011) by engaging them in a project in which traditional and digital narrative are combined, with the primary goal of reinforcing foreign language acquisition and development for students of EFL. First, I shall examine some of the distinctive features of the DST. Secondly, I shall describe the process students had followed in order to complete the task; and, finally, I shall discuss the results. (As Provided).
Anmerkungen	Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://greav.ub.edu/der
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01