Enhancing Vocabulary and Writing Skills through Digital Storytelling in Higher Education

Autor/inn/en	Tajeri, Mojtaba; Syal, Pushpinder; Marzban, Sanaz
Titel	Enhancing Vocabulary and Writing Skills through Digital Storytelling in Higher Education
Quelle	In: Journal of Educational Technology, 14 (2017) 3, S.40-48 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-0559
Schlagwörter	Story Telling; Educational Technology; Vocabulary; Writing Skills; Higher Education; Foreign Countries; English (Second Language); Second Language Learning; Pretests Posttests; Quasiexperimental Design; Qualitative Research; Questionnaires; Interviews; Vocabulary Development; Second Language Instruction; Language Teachers; Workshops; Technology Uses in Education; Content Analysis; College Students; Observation; India + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Wortschatz; Writing skill; Schreibfertigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Qualitative Forschung; Fragebogen; Interviewing; Interviewtechnik; Wortschatzarbeit; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lernwerkstatt; Schulung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Inhaltsanalyse; Collegestudent; Beobachtung; Indien
Abstract	The purpose of this study was to examine the benefits of using Digital Storytelling (DST) in language classes in higher education. The study also aims to explore the appropriate classroom activities which assist language teaching and learning. The thirteen-week study adopted a pretest and posttest quasi-experimental design involving a group of 20 postgraduate students and research scholars in two English classes. Qualitative data were collected, questionnaire responses for learning, as well as recordings of student interviews for evaluating the effectiveness of DST in learning. Descriptive analysis and qualitative content analysis was used for evaluating the obtained data. Our findings indicate that DST is happy with DST and they feel they learned a lot from DST, especially their written skills and enhanced the high level of vocabulary. (As Provided).
Anmerkungen	i-manager Publications. 3-343 Hill View, Town Railway Nagar, Nagercoil 629001, Tamil Nadu, India. Tel: +91-4652-276675; e-mail: info@imanagerpublications.com; Web site: http://www.imanagerpublications.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01