An Appraisal of Digital Storytelling in English Language Learning

An Appraisal of Digital Storytelling in English Language Learning

Article Info

  • Author: R Moyo

  • Affiliation: Department of Communication Sciences, Faculty of Humanities, Central University of Technology, South Africa

  • History:

    • Received: February 3, 2024

    • Revised: September 1, 2024

    • Accepted: September 1, 2024

    • Available Online: December 27, 2024

Abstract

  • The COVID-19 pandemic led to government-imposed movement restrictions, significantly impacting educational practices and highlighting the need for evolution in teaching methodologies.

  • Digital storytelling was identified as a relevant teaching strategy for improving English language learning, especially considering the generally poor performance in this subject area.

  • A literature review was conducted, showing that learners' language competence improved through digital storytelling compared to traditional methods.

  • A digital storytelling model for language learning was developed to address challenges learners face and promote better comprehension.

  • Recommendations included investment in hardware and software for innovative teaching practices in response to technological advances.

Keywords

  • Digital storytelling, English language, Fourth industrial revolution, Second language, Teaching and learning

Introduction

  • The significance of digital pedagogies in teaching 21st-century learners is emphasized, as they are more engaged with digital technologies.

  • Limited research on digital storytelling's educational benefits, particularly in South Africa, is noted.

  • The lack of resources for effective ICT (Information and Communication Technology) integration in education poses a challenge in developing economies such as South Africa.

  • Calls for government support to enhance ICT capabilities in education to meet the demands of the Fourth Industrial Revolution (4IR).

  • The literature review aims to synthesize experiences from digital storytelling applications, particularly in learning English as a second language (ESL).

Theoretical Background

  • Constructivism: The foundational theory underpinning digital storytelling, defining how language relates to culture and learning.

    • Vygotsky's (1978) perspective on cognition as a social process is highlighted.

    • The concept of the Zone of Proximal Development (ZPD) is discussed, emphasizing the importance of prior experiences in new knowledge acquisition.

  • Role of Language:

    • Vygotsky views language as a pivotal psychological tool that regulates behavior and cognitive processes.

    • Amineh and Asl (2015) support Vygotsky’s approach, arguing that cooperative learning enhances the learning process.

    • Students collaboratively creating stories through digital platforms embodies this constructivist theory.

  • Constructionism: Distinguishes itself from constructivism by emphasizing learner creation of tangible outputs (e.g., storytelling videos) rather than just participating in hands-on learning.

    • Learners engage in creating, revising scripts, selecting visuals, and adding auditory elements, making the learning process innovative and interactive.

  • Global Sharing Pedagogy: Aimed at enhancing student engagement and participatory learning.

    • Empowers learners to be content producers and fosters lifelong skills over just school grades.

  • Connectivism: Emerged in the digital age, positing learning as building networks of information applied to real problems.

    • Highlights the importance of simultaneous content creation and consumption (produsage) in fostering collaboration and knowledge growth.

Adoption Factors and Theoretical Frameworks

  • Diffusion of Innovations Theory (Rogers, 2003): Highlights the importance of instructor and learner readiness to incorporate ICT in education.

    • Key characteristics affecting the adoption of ICT include:

    • Relative advantage

    • Compatibility

    • Complexity

    • Trialability

    • Observability

  • Technology Acceptance Model (TAM) (Davis, 1989): Explains user motivation based on perceived usefulness and ease of use, influencing attitude toward technology use.

  • Unified Theory of Acceptance and Use of Technology (UTAUT): Combines TAM and other models to examine technology acceptance in educational settings.

Digital Storytelling Defined

  • Ohler (2008): Defines digital storytelling as blending storytelling skills with digital media elements.

  • Calik and Seckin-Kapucu (2021): Further defines it as modern storytelling enhanced with digital content, revolutionizing traditional narrative forms.

  • The tools used are generally Web 2.0 technologies including multimedia features (slideshows, audio, visuals).

  • Increased motivation among digital native learners is posited, as they are inherently familiar with digital tools from playtime—their engagement leads to a better acquisition of language skills.

Empirical Evidence of Poor Performance in English Language

  • The inadequacy of language instruction is presented through various statistics, emphasizing a widespread trend of poor performance in both developed and developing nations.

    • Example: In South Africa, 78% of Grade 4 learners could not read meaningfully, with similar trends observed in other countries worldwide, indicating systemic issues in language instruction.

  • The transition to English as the medium of instruction for learners previously taught in their mother tongue is identified as a significant barrier to acquiring language skills.

Review of Empirical Studies on Digital Storytelling in Language Learning

  • Positive effects of digital storytelling have been documented extensively, showing its effectiveness across various contexts.

    • Studies indicate improvements in language proficiency, collaborative skills, and critical thinking among learners.

    • Notable findings include improvements in specific language skills such as speaking, listening, and writing through different studies conducted globally.

  • Examples of Successful Outcomes:

    • Özkaya (2020): Meta-analysis showing significant development in language skills.

    • Wang et al. (2017): Demonstrated increased overall proficiency and essential life skills in Macedonia.

    • Liu et al. (2018): Indicated enhancements in teamwork and speaking skills during digital storytelling activities.

Implementation Challenges

  • Some students may face challenges engaging with digital storytelling due to differing learning preferences and external pressures to manage time effectively.

  • Mixed results across several studies indicate that while digital storytelling is beneficial, it may not always surpass traditional instructional methods in specific scenarios.

Personal Reflection on Digital Storytelling in Practice

  • A personal account demonstrates the practical application of digital storytelling in a community-based project to teach ESL.

    • Improved student participation, confidence, and vocabulary acquisition were noted.

    • Students have yet to create their stories independently, indicating a gradual learning curve.

Conceptual Model for Digital Storytelling in ESL Instruction

  • A framework illustrating how digital storytelling can be structured for effective teaching and learning.

    • Emphasizes collaboration among teachers, learners, and community members to foster sustainable story creation.

  • Focuses on resource pooling and addressing language skill barriers through community engagement.

Conclusion

  • Digital storytelling has the potential to facilitate better understanding and engagement in English language learning, yielding numerous benefits including proficiency, creativity, and digital literacy.

  • Recommendations urge educational institutions to prioritize digital technologies to stay relevant in modern education while considering policy integration at curriculum levels to enhance digital storytelling practices.

Future Directions

  • Future research should assess affordability and accessibility of digital storytelling tools for underprivileged communities, enhancing equitable educational practices.