Digital Storytelling as an Interdisciplinary Project to Improve Students' English Speaking and Creative Thinking

Autor/inn/en	Yang, Ya-Ting Carolyn; Chen, Yi-Chien; Hung, Hsiu-Ting
Titel	Digital Storytelling as an Interdisciplinary Project to Improve Students' English Speaking and Creative Thinking
Quelle	In: Computer Assisted Language Learning, 35 (2022) 4, S.840-862 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2020.1750431
Schlagwörter	Story Telling; Teaching Methods; Interdisciplinary Approach; English (Second Language); Second Language Learning; Second Language Instruction; Outcomes of Education; Creative Thinking; Comparative Analysis; Multimedia Instruction; Cooperative Learning; Speech Communication; Grade 7; Computer Assisted Instruction; Creativity Tests; Foreign Countries; Scores; Taiwan; Torrance Tests of Creative Thinking + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lernleistung; Schulerfolg; Kreatives Denken; Multimediales Lernen; Kooperatives Lernen; School year 07; 7. Schuljahr; Schuljahr 07; Computer based training; Computerunterstützter Unterricht; Creativity test; Kreativitätstest; Ausland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01