A Study on the Impacts of Digital Storytelling on EFL Learners' Self-Efficacy and Attitudes toward Education Technologies

Autor/in	Balaman, Sevda
Titel	A Study on the Impacts of Digital Storytelling on EFL Learners' Self-Efficacy and Attitudes toward Education Technologies
Quelle	In: International Online Journal of Education and Teaching, 7 (2020) 1, S.289-311 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Balaman, Sevda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-225X
Schlagwörter	Story Telling; Foreign Countries; Teaching Methods; Self Efficacy; Educational Technology; Student Attitudes; Majors (Students); Universities; English (Second Language); Second Language Learning; Second Language Instruction; Comparative Analysis; Technology Uses in Education; 21st Century Skills; Multiple Literacies; Information Technology; Turkey + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Unterrichtsmedien; Schülerverhalten; University; Universität; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Informationstechnologie; Türkei
Abstract	This study aimed to investigate whether a digital storytelling (DS)-integrated pedagogy was effective for developing students' self-efficacy and attitudes toward educational technology. 43 English-as-a-foreign-language (EFL) English-major students from the School of Foreign Languages (SFL) at Sivas Cumhuriyet University (SCU) participated into this study. There were two groups in the study, namely experimental and control groups. The experimental group was exposed to DS-integrated instruction while no intervention was given to the control group. Control group students followed their regular course requirements. Before and after the experiment, both groups were tested by using a survey aiming to determine learners' self-efficacy beliefs for and attitudes towards the use of technology in education. The quantitative data indicated that the exposure to DS impacted the experimental group students' efficacy and attitudes toward educational technology in the positive direction. However, the control group students' scores did not exhibit a noticeable change. The qualitative data also documented that students heightened their self-efficacy and had a positive stance for the use of technology in their learning as a result of participation into this experiment. The resulting information can be helpful for those who are willing to create a teaching environment that meets the needs and expectations of 21st century students. (As Provided).
Anmerkungen	Informascope. 3251 Cadde Kozlu Evler 2/49 Yasamkent, 06800, Turkey. e-mail: iojetmail@gmail.com; Web site: https://iojet.org/index.php/IOJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01