Digital Storytelling Enhnaces Students' Speaking Skills at Zewail University of Science and Technology
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This document discusses a study that examined the effectiveness of digital storytelling in enhancing speaking skills of students at Zewail University of Science and Technology in Egypt. The study involved one class of 8 students who created one digital story per week for 5 weeks using the WeVideo platform. Results showed significant improvements in students' fluency, pronunciation, vocabulary, grammar and comprehensibility based on pre and post tests. Student reflections were also positive about how digital storytelling improved their speaking skills but found the process time-consuming. The discussion suggests digital storytelling gives students opportunities to practice language skills through planning, scripting and recording their stories. Further research ideas are proposed around digital storytelling and other areas like intercultural awareness.
Digital Storytelling Enhnaces Students' Speaking Skills at Zewail University of Science and Technology
- 1. Digital Storytelling Enhances Students' Speaking Skills at Zewail University of Science and Technology in Egypt Mohamed A. Abdelmageed ZEWAIL UNIVERSITY OF SCIENCE & TECHNOLOGY mohamedaboulela1@gmail.com Zeinab A. El-Naggar Ain Shams University zenaggar@gmail.com
- 2. Agenda • Background • Research Questions • Method • Treatment • Results • Discussion • Wisdom of Hindsight • Suggestions for Further Research • Resources • References
- 3. “Media production gives voice to students who are otherwise silenced in their schools and communities. It allows students to represent their experiences and their communities as cultural insiders, instead of the incessant misrepresentation of them by media producers outside their communities.” (Tyner, 1998)
- 4. Background Importance of speaking skills in CLT (Celce-Murcia, 2001; Richards & Renandya, 2002; Ur, 2006) Effectiveness of Digital Storytelling (Gregori-Signes, 2008; Robin, 2006; Ramírez & Belmonte, 2006 & 2007; Ohler, 2008; Azizah, 2010; Pelin et al., 2011)
- 6. “ I know only one thing about the technologies that await us in the future: we will find ways to tell stories with them.” Jason Ohler
- 7. The DAOW of Literacy in a Digital Storytelling Environment (Ohler, 2013)
- 8. Research Questions 1. What are the appropriate speaking skills for Zewail University students? 2. How far is digital storytelling effective in enhancing the participants’ speaking skills? 3. To what extent are the participants satisfied with digital storytelling?
- 9. Method One-group pre-post test design One intact class of eight students Instruments: A speaking proficiency test An interview Written reflections
- 10. Treatment One DS per week Five weeks Record audio narration/ background music Publish & share Choose a topic Story map Find & collect pics/ videos
- 12. Let’s watch a sample DS! https://www.youtube.com/watch?v=SoBFISZXCVQ&t=30s https://www.youtube.com/playlist?list=PLF8bsYVna0- 3d8AvgFAq6nYoiYTZ_Saq www.wevideo.com
- 13. Results Skill Measurement Number Mean S.D Z Value Sig. Effect Size Whole speaking Pre 8 12.35 2.85 2.524 0.01 0.6 LargePost 8 14.45 3.25 Fluency Pre 8 2.3 0.5 2.428 0.01 0.6 LargePost 8 2.9 0.7 Pronunciation Pre 8 2.375 0.5 2.157 0.03 0.5 MediumPost 8 3 0.88 Vocabulary Pre 8 2.437 0.4 2.33 0.02 0.5 MediumPost 8 2.875 0.6 Grammar Pre 8 2.25 0.37 2.588 0.01 0.6 LargePost 8 3 0.65 Comprehensibility Pre 8 2.625 0.4 2.46 0.01 0.6 LargePost 8 3.375 0.5 Wilcoxon Signed-Ranks Test Results
- 14. Category Students’ Responses The Program Positive Attitude Enhance oral proficiency Make ideas organized and coherent Increase vocabulary Improve pronunciation Believe it is engaging Improve grammar Boost confidence Negative Attitude Time-consuming Rerecording WeVideo Platform Positive Attitude User-friendly Flexible Easily accessed Large storing space Negative Attitude Overwhelming features (e.g., adding transitions) moving from timeline mode to story mode confusing Summary of Interview Data and Written Reflections
- 15. Here is an example of a student’s reflection: “The digital story helped me immensely to improve the pronunciation of many words, enhanced my storytelling techniques and improved my fluency significantly. Nonetheless, doing the digital story was tiresome as I always had to record the audio several times because of background noise. Initially, I attempted to improvise while recording the audio. However, I kept forgetting the words and skipping crucial ideas. Hence, I wrote a script and read it while recording which helped me immensely and reduce the number of attempts I had to do drastically. When you create your digital story make sure that you write a script even if you won’t read it and try to choose a quiet place to record in.”
- 16. Discussion Story mapping, storyboarding, editing scripts, and recording multiple times, students have had opportunities to practice pronunciation, vocabulary, grammar, and fluency (Gregori-Signes, 2008). They also have become more confident (Robin, 2008; Sadik, 2008). speaking in the target language is much facilitated and meaningful because learners could organize their thought more consistently around personal narratives (Kearney & Schuck, 2005; Hull & Katz, 2006; Li, 2006; Robin, 2008; Sadik, 2008; Xu & Ahn, 2010; Coutinho, 2010; Baghdasaryan, 2012) More time both to be familiar with “WeVideo” and to practice their speeches (Robin, 2008; Coutinho, 2010).
- 17. Wisdom of Hindsight Continuous reflection logs for both teacher and students More time for each digital story Mini-lessons on copyright issues Cooperative digital storytelling
- 18. Suggestions for Further Research digital storytelling and EFL learners’ intercultural awareness digital storytelling and EFL learners’ critical thinking skills digital storytelling and EFL learners’ motivation and engagement digital storytelling and EFL learners’ project-based learning skills
- 19. Resources Educational Uses of Digital Storytelling http://digitalstorytelling.coe.uh.edu/ Story Concepts http://storyconcepts.blogspot.com/ Digitales https://www.digitales.us Best Digital Storytelling Examples and Resources https://brandietrent.weebly.com/uploads/8/8/2/1/ 8821291/digital_storytelling_descprition_and_resources1.pdf
- 20. References Azizah, C. N. (2010). Potentials of interactive digital storytelling for preschool children in daily reading activity. (Unpublished Master’s thesis, Universiti Utara Malaysia). Retrieved from http://etd.uum.edu.my/2390/ 1/ Cut_Nora_Azizah.pdf Baghdasaryan, K. (2012). The impact of digital storytelling on EFL learners' speaking skills: Reinforcing EFL learners' speaking skills by implementing technology. San Bernardino, CA: Lambert Academic Publishing. Baker, J., & Westrup, H. (2003). Essential speaking skills: A handbook for English language teachers. London: VSO. Celce-Murcia, M. (2001). Teaching English as a second or foreign language. Boston, MA: Heinle & Heinle.
- 21. Coutinho, C. (2010). Storytelling as a strategy for integrating technologies the curriculum: An empirical study with post-graduate teachers. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 379 –3802). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/ 33972/ Davies, G. D. (2000). CALL (computer assisted language learning). Retrieved from https://www.llas.ac.uk/resources/gpg/61 Gong, J. (2002). The employment of CALL in teaching second/ foreign language speaking skills. Post Script, 3(1). Retrieved from https://palssresources. wikispaces.com/file/view/ Foreign+Language+ Speaking+Skills(2).pdf Tyner, K. R. (1998). Literacy in a digital world: Teaching and learning in the age of information. Mahwah, N.J: Erlbaum.
- 22. Any questions?