Promoting Vocabulary Building, Learning Motivation, and Cultural Identity Representation through Digital Storytelling for Young Indonesian Learners of English as a Foreign Language

Autor/inn/en	Kristiawan, Dana; Ferdiansyah, Sandi; Picard, Michelle
Titel	Promoting Vocabulary Building, Learning Motivation, and Cultural Identity Representation through Digital Storytelling for Young Indonesian Learners of English as a Foreign Language
Quelle	In: Iranian Journal of Language Teaching Research, 10 (2022) 1, S.19-36 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Vocabulary Development; Story Telling; Second Language Learning; Second Language Instruction; English (Second Language); Cooperative Learning; Student Motivation; Content Analysis; Teaching Methods; Cultural Differences; Cultural Awareness; Junior High School Students; Information Technology; Case Studies; Student Attitudes; Diaries; Self Concept; Student Projects; Active Learning; Authentic Learning; Communicative Competence (Languages); Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Kooperatives Lernen; Schulische Motivation; Inhaltsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Kultureller Unterschied; Cultural identity; Kulturelle Identität; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Informationstechnologie; Case study; Fallstudie; Case Study; Schülerverhalten; Diary; Tagebuch; Selbstkonzept; Schulprojekt; Aktives Lernen; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Ausland; Indonesien
Abstract	Digital Storytelling (DST) is a globally accepted approach in teaching English. However, in the Indonesian EFL context, little attention has been paid to DST as a pedagogical approach, particularly its potential to create a bridge between the students' primary culture and that of English cultures. We report on how DST helped Indonesian junior-school students make meaning in English through a local culture-based DST narrative project. As part of a case study approach, we used various qualitative data collection methods, including focus group interviews, students' reflective journals, classroom observations, and the DST product itself. Finally, multimodal transcription and thematic content analysis were used to interpret the data. The study shows that the digital story is an effective tool to express the students' identity and make meaning through their local culture stories. Participating in these activities also increased student motivation. Working collaboratively in a group helped them to make meaning and focus on topics that resonated with them personally, reduced stress, and allowed them to focus on communication. Drawing on their local culture also assisted to build a bridge between the familiar lexical content and terminology and the less familiar English cultural content and vocabulary, resulting in enhanced engagement and achievement in English. Practically, the DST project-based learning assisted EFL teachers to integrate authentic and communicative learning experiences into a packed curriculum. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01