Digital Storytelling to Promote EFL Students’ Motivation and Efficiency in Content-Based Classroom

Jing Xie

doi:doi:10.11648/j.edu.20160506.17

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Digital Storytelling to Promote EFL Students’ Motivation and Efficiency in Content-Based Classroom

Jing Xie

Published in Education Journal (Volume 5, Issue 6)

Received: 14 November 2016 Accepted: 29 November 2016 Published: 16 December 2016

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Abstract

Digital story, featured with short and narrative personal video using images, voice, and sound effects to convey meaning, has become a powerful form for creative and engaging student projects. To exemplify whether it functions in Chinese EFL content-based classroom, this article reports on a one-year teaching project in which students were introduced to this new method and created digital stories in small groups in a content-based course in a Chinese university. The project aims to explore how digital storytelling can influence students’ motivation and efficiency in EFL learning and to what extent. Various forms of learning products were collected, including digital story videos, slides of PowerPoint, and written reports related to their process of making digital stories. Results showed that digital storytelling opened a new door for EFL learners and can be an effective way to promote students’ motivation and efficiency in EFL content-based instruction. Implications applicable to teachers of various contexts were concluded.

Published in	Education Journal (Volume 5, Issue 6)
DOI	10.11648/j.edu.20160506.17
Page(s)	166-173
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2016. Published by Science Publishing Group

Keywords

Digital Storytelling, Motivation, Efficiency, EFL Learners, Content-Based Instruction

References

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[2]	Burmark, L. 2004. Visual presentations that prompt, flash & transform. Media and Methods, 40 (6), 4–5. Centre for Digital Storytelling.
[3]	Daskalovska, N., Gudeva, L. K., & Ivanovska, B. 2012. Learner motivation and interest. Social and Behavioral Sciences 46/ 1187-1191.
[4]	Gardner, R. C. & Lambert, W. E. 1972. Motivational variables in second language acquisition. In R. C. Gardner & W. Lambert (eds.) Attitudes and motivation in second language learning. (pp. 119-216). Rowley, MA: Newbury House.
[5]	Grabe, W., & Stoller, F. (1997). Content-based instruction: Research foundations. In M. A. Snow & D. M. Brinton (Eds), The content-based classroom: Perspectives on integrating language and content (pp. 5-21). White Plains, NY: Addison-Wesley Longman.
[6]	Holtzblatt, M. and Tschakert, N. 2011 Experiential learning via an innovative inter-university IFRS student video competition, Accounting Education: an international journal, 20/4: 349–372.
[7]	Lambert, J. (2002). Digital storytelling: Capturing lives, crating community. Bereley, CA: Digital Diner.
[8]	Ning, H. G. 2014. ‘The impact of cooperative learning on tertiary EFL learners’ motivation’. Educational Review 66/1: 108-124.
[9]	Nadera, B. 2015. Promoting Student Motivation in EFL Classroom: Through Extended Music Education. Procedia - Social And Behavioral Sciences, 199 (The Proceedings of the 1st GlobELT Conference on Teaching and Learning English as an Additional Language)/368-371.
[10]	Özütürk, G., & Hürsen, Ç. 2014. Determination of University Students Motivation in EFL Classroom. Procedia - Social And Behavioral Sciences, 116 (5th World Conference on Educational Sciences)/7-12.
[11]	Rifai, N. A. 2010. Attitude, Motivation, and Difficulties Involved in Learning the English Language and Factors That Affect Motivation in Learning It. Procedia - Social and Behavioral Sciences 2/2: 5216-5227.
[12]	Razmi, M., Pourali, S., & Nozad, S. 2014. Digital Storytelling in EFL Classroom (Oral Presentation of the Story): A Pathway to Improve Oral Production. Procedia - Social And Behavioral Sciences, 98 (Proceedings of the International Conference on Current Trends in ELT)/1541-1544.
[13]	Sadik, A. 2008 Digital storytelling: a meaningful technology-integrated approach for engaged student learning, Education Technology Research Development, 56: 487–506.
[14]	Sylvester, R. and Greenidge, W. 2009 Digital storytelling: extending the potential for struggling writers, The Reading Teacher 63/4: 284–295.
[15]	Suwardy, T., Pan, G. and Seow, P.-S. 2013. Using digital Storytelling to Engage Student Learning. Accounting Education: an international journal, 22/2: 109-124.
[16]	Vinogradova, P. 2008. Digital Stories in an ESL classroom: Giving voice to cultural identity. LLC Review 8/2: 56-70.
[17]	Vinogradova, Polina; Linville, Heather A.; Bickel, Beverly. 2011. “Listen to My Story and You Will Know Me”: Digital Stories as Student-centred Collaborative projects. TESOL Journal 2/2: 173-202.

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Jing Xie. (2016). Digital Storytelling to Promote EFL Students’ Motivation and Efficiency in Content-Based Classroom. Education Journal, 5(6), 166-173. https://doi.org/10.11648/j.edu.20160506.17

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Jing Xie. Digital Storytelling to Promote EFL Students’ Motivation and Efficiency in Content-Based Classroom. Educ. J. 2016, 5(6), 166-173. doi: 10.11648/j.edu.20160506.17

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Jing Xie. Digital Storytelling to Promote EFL Students’ Motivation and Efficiency in Content-Based Classroom. Educ J. 2016;5(6):166-173. doi: 10.11648/j.edu.20160506.17

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@article{10.11648/j.edu.20160506.17,
  author = {Jing Xie},
  title = {Digital Storytelling to Promote EFL Students’ Motivation and Efficiency in Content-Based Classroom},
  journal = {Education Journal},
  volume = {5},
  number = {6},
  pages = {166-173},
  doi = {10.11648/j.edu.20160506.17},
  url = {https://doi.org/10.11648/j.edu.20160506.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20160506.17},
  abstract = {Digital story, featured with short and narrative personal video using images, voice, and sound effects to convey meaning, has become a powerful form for creative and engaging student projects. To exemplify whether it functions in Chinese EFL content-based classroom, this article reports on a one-year teaching project in which students were introduced to this new method and created digital stories in small groups in a content-based course in a Chinese university. The project aims to explore how digital storytelling can influence students’ motivation and efficiency in EFL learning and to what extent. Various forms of learning products were collected, including digital story videos, slides of PowerPoint, and written reports related to their process of making digital stories. Results showed that digital storytelling opened a new door for EFL learners and can be an effective way to promote students’ motivation and efficiency in EFL content-based instruction. Implications applicable to teachers of various contexts were concluded.},
 year = {2016}
}

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TY  - JOUR
T1  - Digital Storytelling to Promote EFL Students’ Motivation and Efficiency in Content-Based Classroom
AU  - Jing Xie
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PY  - 2016
N1  - https://doi.org/10.11648/j.edu.20160506.17
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Author Information

Jing Xie

College of Foreign Languages, China Three Gorges University, Yichang, China

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APA Style

Jing Xie. (2016). Digital Storytelling to Promote EFL Students’ Motivation and Efficiency in Content-Based Classroom. Education Journal, 5(6), 166-173. https://doi.org/10.11648/j.edu.20160506.17

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ACS Style

Jing Xie. Digital Storytelling to Promote EFL Students’ Motivation and Efficiency in Content-Based Classroom. Educ. J. 2016, 5(6), 166-173. doi: 10.11648/j.edu.20160506.17

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AMA Style

Jing Xie. Digital Storytelling to Promote EFL Students’ Motivation and Efficiency in Content-Based Classroom. Educ J. 2016;5(6):166-173. doi: 10.11648/j.edu.20160506.17

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@article{10.11648/j.edu.20160506.17,
  author = {Jing Xie},
  title = {Digital Storytelling to Promote EFL Students’ Motivation and Efficiency in Content-Based Classroom},
  journal = {Education Journal},
  volume = {5},
  number = {6},
  pages = {166-173},
  doi = {10.11648/j.edu.20160506.17},
  url = {https://doi.org/10.11648/j.edu.20160506.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20160506.17},
  abstract = {Digital story, featured with short and narrative personal video using images, voice, and sound effects to convey meaning, has become a powerful form for creative and engaging student projects. To exemplify whether it functions in Chinese EFL content-based classroom, this article reports on a one-year teaching project in which students were introduced to this new method and created digital stories in small groups in a content-based course in a Chinese university. The project aims to explore how digital storytelling can influence students’ motivation and efficiency in EFL learning and to what extent. Various forms of learning products were collected, including digital story videos, slides of PowerPoint, and written reports related to their process of making digital stories. Results showed that digital storytelling opened a new door for EFL learners and can be an effective way to promote students’ motivation and efficiency in EFL content-based instruction. Implications applicable to teachers of various contexts were concluded.},
 year = {2016}
}

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TY  - JOUR
T1  - Digital Storytelling to Promote EFL Students’ Motivation and Efficiency in Content-Based Classroom
AU  - Jing Xie
Y1  - 2016/12/16
PY  - 2016
N1  - https://doi.org/10.11648/j.edu.20160506.17
DO  - 10.11648/j.edu.20160506.17
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 166
EP  - 173
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20160506.17
AB  - Digital story, featured with short and narrative personal video using images, voice, and sound effects to convey meaning, has become a powerful form for creative and engaging student projects. To exemplify whether it functions in Chinese EFL content-based classroom, this article reports on a one-year teaching project in which students were introduced to this new method and created digital stories in small groups in a content-based course in a Chinese university. The project aims to explore how digital storytelling can influence students’ motivation and efficiency in EFL learning and to what extent. Various forms of learning products were collected, including digital story videos, slides of PowerPoint, and written reports related to their process of making digital stories. Results showed that digital storytelling opened a new door for EFL learners and can be an effective way to promote students’ motivation and efficiency in EFL content-based instruction. Implications applicable to teachers of various contexts were concluded.
VL  - 5
IS  - 6
ER  -

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