Students' Perceptions of Digital Storytelling in Primarily Asynchronous EFL Classes at a Japanese University [Konferenzbericht] Paper presented at the EUROCALL 2021 Conference (29th, Online, Aug 26-27, 2021).

Autor/in	Kasami, Naoko
Titel	Students' Perceptions of Digital Storytelling in Primarily Asynchronous EFL Classes at a Japanese University [Konferenzbericht] Paper presented at the EUROCALL 2021 Conference (29th, Online, Aug 26-27, 2021).
Quelle	(2021), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kasami, Naoko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Attitudes; Story Telling; Second Language Learning; Second Language Instruction; English (Second Language); Foreign Countries; Computer Assisted Instruction; Evaluation Criteria; Elective Courses; Undergraduate Students; Distance Education; COVID-19; Pandemics; Assignments; Educational Technology; Positive Attitudes; Teaching Methods; Technical Support; Majors (Students); Information Science Education; Japan + Suchen Sie Ihr Suchwort? Schülerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Computer based training; Computerunterstützter Unterricht; Elective course; Wahlkurs; Distance study; Distance learning; Fernunterricht; Assignment; Auftrag; Zuweisung; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Informationstechnologische Bildung
Abstract	This study aims to analyse the initial use of Digital Storytelling (DS) in primarily asynchronous classes in order to yield results and recommendations for future courses. All participants were students in elective English courses at a Japanese university in Spring, 2020. Due to COVID-19, the courses were redesigned and conducted remotely with the use of pre-recorded materials. Data were collected through a post-questionnaire. This short paper reports what was found from the data by analysing the questionnaire with CALL evaluation criteria developed by Jamieson, Chapelle, and Preiss (2005). From the post-questionnaire, it was revealed that the DS assignment was perceived positively to some extent in remote learning settings. However, it also highlighted the need for further in-depth technical and language support and interactive learning opportunities. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01