Literaturnachweis - Detailanzeige
Autor/inn/en | Tajeri, Mojtaba; Syal, Pushpinder; Marzban, Sanaz |
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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 (2) |
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 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). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |