Digital Storytelling for Improving Critical Reading Skills, Critical Thinking Skills, and Self-Regulated Learning Skills

Autor/in	Al-Shaye, Shaye
Titel	Digital Storytelling for Improving Critical Reading Skills, Critical Thinking Skills, and Self-Regulated Learning Skills
Quelle	In: Cypriot Journal of Educational Sciences, 16 (2021) 4, S.2049-2069 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-905X
Schlagwörter	Educational Technology; Technology Uses in Education; Reading Skills; Critical Thinking; Critical Reading; Independent Study; Semitic Languages; Second Language Instruction; Language Teachers; Preservice Teachers; Story Telling; Program Effectiveness; Blended Learning; Personal Narratives; Video Technology; Thinking Skills; Foreign Countries; Kuwait; California Critical Thinking Skills Test (College) + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Reading skill; Lesefertigkeit; Kritisches Denken; Kritisches Lesen; Selbststudium; Arabisch; Hebräisch; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Erlebniserzählung; Denkfähigkeit; Ausland
Abstract	The present study explored the impact of online Digital Storytelling (DTS) on developing critical reading skills, critical thinking and self-regulated learning skills of prospective teachers of Arabic. To reach such ends, a standardized pre-posttest in critical reading skills, critical thinking skills scale and self-rating scale of self-regulated learning questionnaire were used. The quasi-experimental research design has been used in the current research. The results of two independent sample t-test revealed that the critical reading skills, critical thinking skills, and self-regulated skills improved significantly in comparison to the control group. It is, therefore, recommended that blended learning should be thought of as a good match for students from communities with poor digital literacy and technology infrastructure. In addition, online learning should be used with care to cope with community needs to fill a real gap in-field practice in language learning to improve multiliteracy skills. (As Provided).
Anmerkungen	Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. Sht. Ilmiye Sakir Sokak, No: 9, Ortakoy, Lefkosa, 2681, Cyprus. e-mail: editor.cjes@gmail.com; Web site: http://www.cjes.eu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01