Exploring the Impacts of Digital Storytelling on English as a Foreign Language Learners' Speaking Competence

Autor/inn/en	Fu, Jo Shan; Yang, Shih-Hsien; Yeh, Hui-Chin
Titel	Exploring the Impacts of Digital Storytelling on English as a Foreign Language Learners' Speaking Competence
Quelle	In: Journal of Research on Technology in Education, 54 (2022) 5, S.679-694 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2021.1911008
Schlagwörter	Story Telling; English (Second Language); Second Language Learning; Second Language Instruction; Scaffolding (Teaching Technique); Communicative Competence (Languages); Computer Software; Language Fluency; Speech Communication; Learner Engagement; Educational Technology; Correlation; Learning Processes; Language Usage; Familiarity; Teaching Methods; College Freshmen; Required Courses; Foreign Countries; Language Tests; Student Attitudes; Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Language skill; Language skills; Sprachkompetenz; Unterrichtsmedien; Korrelation; Learning process; Lernprozess; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Studienanfänger; Pflichtkurs; Ausland; Language test; Sprachtest; Schülerverhalten
Abstract	Previous research has addressed the effects of digital storytelling (DST) on verbal English competence and demonstrated that students engage more and learn more effectively. However, the relationship between learner engagement and speaking competence needs a further analysis of the methods wherein a specific DST tool facilitates learner engagement in the learning process and how it influences their speaking skills. Therefore, this study employed Toontastic--an app with the principles of scaffolding embedded to assist learners in producing DST. Results indicated that learners made significant progress in speaking competence as regards fluency and language use; but no significant correlations were observed between learner engagement and fluency as well as between engagement and language use; and topic familiarity and scaffolding embedded within DST were the two major methods in which the app, Toontastic, supported learners in improving speaking competence and learning engagement. The study concluded that using DST helps learners successfully communicate. Implications are disscussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01