Advantages and Disadvantages of Digital Storytelling Assignments in EFL Education

Abstract

• Digital storytelling is an educational practice of interest for many experts.

• Limited research exists on the disadvantages of digital storytelling assignments from students’ perspectives in EFL (English as a Foreign Language) education.

• This study addresses challenges encountered in integrating digital storytelling into language learning, enhancing future educational insights.

• The study examines both advantages and disadvantages of digital storytelling assignments concerning learner motivation.

• Data obtained from questionnaire surveys across six courses titled 'Information English' for students in Japan.

• While most students reported motivation from digital storytelling assignments, some exhibited less motivation.

• Findings indicated that effective instructional strategies improve outcomes based on:

  1. Proper guidance on narration.

  2. Sufficient time to complete assignments.

  3. Technical support availability.

  4. Understanding of information ethics.

Keywords

• Digital storytelling

• Advantages

• Disadvantages

• Motivation

1. Introduction

• Aim: To reveal advantages and disadvantages of digital storytelling assignments faced by Japanese university students in EFL.

• ICT (Information and Communication Technologies) have become a crucial component in language education (Penner & Grodek, 2014).

• Digital storytelling is recognized as a significant instructional approach for students and educators (Robin, 2006).

• According to the StoryCenter, digital storytelling fosters creativity, community engagement, transformation of perspectives, and reflection on learning processes.

• The interplay of writing, speaking, and listening in digital storytelling enhances language learning (Ohler, 2013).

• Despite extensive research, most literature has focused on advantages, with few addressing disadvantages (De Jager et al., 2017).

• Research Questions:

  1. What are the advantages of digital storytelling assignments regarding student motivation?

  2. What are the disadvantages of digital storytelling in EFL contexts related to student motivation?

  3. What key factors can mitigate these difficulties?

2. Background and Method

2.1 Background

• Prior research (Kasami, 2017) showed that 77.77% of students were more motivated by digital storytelling than traditional assignments.

• Some students (7.94%) were less motivated, indicating the need to address these challenges for improved educational outcomes.

2.2 Method

• The study replicates the methodology of a previous study (Kasami, 2017) with new data from six courses named 'Information English.'

• Total of 153 students participated during the Fall 2015 and Spring 2016 terms.

• 96 students responded to pre, midterm, and post questionnaires and completed three tests under consistent conditions with prior research.

• Open-ended questions sought students' perceptions of positive and negative aspects of digital storytelling. Out of 96 responses, 66 were relevant, with 64 pertained to learning motivation.

3. Results and Discussion

3.1 Advantages

• Students answered, "Please write down good points of the digital storytelling assignment if there are any."

• Positive feedback was collected from 48 students, with keywords analyzed that repeated twice or more.

• Principal keywords included: English, Movie / PC, Create, Interesting / Fun.

• Positive Comments Examples:

  • Direct quotations illustrating enthusiasm and recognition of digital storytelling's engaging nature (specific examples to be transcribed here based on further details).

3.2 Disadvantages

• Students were prompted with, "Please write down bad points of the digital storytelling assignment which should be improved if there are any."

• Negative feedback was provided by 16 students, categorized into four main issues:

  1. Narration Difficulties (n=6)

  2. Shortage of Time (n=5)

  3. PC Problems (n=3)

  4. Copyright Issues (n=2).

  • Specific quotes to illustrate the concerns mentioned by students (to be detailed further).

3.3 Factors for Overcoming Difficulties

• Suggestions for solving identified problems:

  1. Narration Challenges:

  • Issues with recording clarity resolved by allowing the use of headphones and adjusting device options.

  • Promotion of rehearsal and checking narration volume upon initial recording stages.

  • Balancing narration with appropriately chosen background music.

  1. Time Management:

  • Reported insufficient time led to students lagging, especially while writing English scenarios.

  • Enhancements in time management training necessary to meet deadlines effectively and allow for peer feedback and teacher assistance.

  1. Technical Skills:

  • Comments revealed that low computer literacy demotivated some students.

  • Recommendations for detailed explanations on technical aspects including music integration, timing adjustments, and narration re-recording.

  1. Copyright Awareness:

  • Importance of understanding copyright issues discussed multiple times throughout the project phases.

  • Stress on using copyright-free media and continual reminders of ethical considerations surrounding digital content.

4. Conclusions

• This study clarifies both advantages and disadvantages faced in incorporating digital storytelling in EFL.

• Results indicate that most students recognized positive aspects of digital storytelling, viewing movies and ICT as beneficial for English learning.

• Identified challenges include four prominent issues affecting learning motivation. Teachers should focus on:

  1. Proper narration guidance.

  2. Allowing adequate time for assignment completion along with suitable strategies.

  3. Providing technical support and troubleshooting advice.

  4. Addressing copyright and ethical issues in initial project stages.

• Future research should explore how instructional improvements impact student motivation and education effectiveness.