Advertisement

Enhancing language learning through creation: the effect of digital storytelling on student learning motivation and performance in a school English course

  • Kuo-Ping Liu
  • Shu-Ju Diana TaiEmail author
  • Chen-Chung Liu
Development Article
  • 1.7k Downloads

Abstract

This study explored how a free-space digital storytelling approach that advocates autonomy and creativity can be implemented in a formal elementary classroom and how it impacts students’ language learning motivation and performances. Participants of the study were 64 sixth grade students in Taiwan. Following an experimental design, the data collected from three data sources, including motivation surveys, achievement test scores, and digital stories, were analyzed and triangulated. Two performance indicators of the digital storytelling, levels of language usage and levels of creativity, were found to have significant but different impacts on language learning. While the students’ language usage performance in digital storytelling was significantly related to their achievement test scores, their creativity performance were significantly related to multiple motivation components, including extrinsic motivation, task value and elaboration. It was also found that the proposed digital storytelling approach had a positive impact on students’ language performance and contributed to an increase to students’ motivation in two dimensions: extrinsic goal orientation and elaboration, rather than intrinsic goal orientation. The results suggest that the positive impact of the proposed storytelling pedagogy resides in allowing students to stretch their creativity while demonstrating their language productivity, with the leverage of a holistic assessment scheme.

Keywords

Digital storytelling Creation Motivation Pedagogy 

Notes

Funding

This study was funded by Ministry of Science and Technology, Taiwan (TW) (Grant Number 106-2511-S-008 -002 -MY3).

Compliance with ethical standards

Conflict of interest

The authors declare that they have no conflict of interest.

References

  1. Alm, A. (2006). CALL for autonomy, competence and relatedness: Motivating language learning environments in Web 2.0. The JALT CALL Journal, 2(3), 29–38.Google Scholar
  2. Amabile, T. M. (1997). Entrepreneurial creativity through motivational synergy. The Journal of Creative Behavior, 31(1), 18–26.CrossRefGoogle Scholar
  3. Antle, A. (2003). Case study: The design of CBC4Kids’ StoryBuilder. Proceedings of the 2003 Conference on Interaction Design and Children, pp. 59–68.Google Scholar
  4. Arslan, S. S., & Sahin-Kizil, A. (2010). How can the use of blog software facilitate the writing process of english language Learners? Computer Assisted Language Learning, 23(3), 183–197.CrossRefGoogle Scholar
  5. Baer, J., & McKool, S. S. (2009). Assessing creativity using the consensual assessment technique. In C. Schreiner (Ed.), Handbook of research on assessment technologies, methods, and applications in higher education (pp. 65–77). Hershey, PA: IGI Global.CrossRefGoogle Scholar
  6. Barlow, T. (2008). Web 2.0: Creating a classroom without walls. Teaching Science: The Journal of the Australian Science Teachers Association, 54(1), 46–48.Google Scholar
  7. Baughman, W. A., & Mumford, M. D. (1995). Process-analytic models of creative capacities: Operations influencing the combination-and-reorganization process. Creativity Research Journal, 8(1), 37–62.CrossRefGoogle Scholar
  8. Bennett, S., Bishop, A., Dalgarno, B., Waycott, J., & Kennedy, G. (2012). Implementing Web 2.0 technologies in higher education: A collective case study. Computers & Education, 59(2), 524–534.CrossRefGoogle Scholar
  9. Bruni, A. (2016). With an Eye to its Movement: Revitalizing literature through remix and performance. New York: Columbia University Academic Commons.Google Scholar
  10. Burgess, J. (2006). Hearing ordinary voices: Cultural studies, vernacular creativity and digital storytelling. Continuum: Journal of Media & Cultural Studies, 20, 201–214.CrossRefGoogle Scholar
  11. Campbell, L. O., Planinz, T., & Miller, M. (2016). Integrated digital storytelling: An active learning strategy for building 21st Century skills. In EdMedia: World Conference on Educational Media and Technology (pp. 1820–1825). Association for the Advancement of Computing in Education (AACE).Google Scholar
  12. Chan, B. S., Churchill, D., & Chiu, T. K. (2017). Digital literacy learning in higher education through digital storytelling approach. Journal of International Education Research (JIER), 13(1), 1–16.CrossRefGoogle Scholar
  13. Chen, A. H. (2013). An evaluation on primary English education in Taiwan: From the perspective of language policy. English Language Teaching, 6(10), 158–165.CrossRefGoogle Scholar
  14. Di Blas, N., Garzotto, F., Paolini, P., & Sabiescu, A. (2009). Digital storytelling as a whole-class learning activity: Lessons from a three-years project. In I. A. Iurgel, N. Zagalo, & P. Petta (Eds.), Interactive storytelling (pp. 14–25). Heidelberg: Springer.CrossRefGoogle Scholar
  15. Ducate, L. C., & Lomicka, L. L. (2008). Adventures in the blogosphere: From blog readers to blog writers. Computer Assisted Language Learning, 21(1), 9–28.CrossRefGoogle Scholar
  16. Figg, C., & McCartney, R. (2010). Impacting academic achievement with student learners teaching digital storytelling to others: The ATTTCSE digital video project. Contemporary Issues in Technology and Teacher Education, 10(1), 38–79.Google Scholar
  17. Greenhow, C., Robelia, B., & Hughes, E. J. (2009). Web 2.0 and classroom research: What path should we take now? Educational Researcher, 38, 246–259.CrossRefGoogle Scholar
  18. Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw.Google Scholar
  19. Hemmi, A., Bayne, S., & Land, R. (2009). The appropriation and repurposing of social technologies in higher education. Journal of Computer Assisted Learning, 25, 19–30.CrossRefGoogle Scholar
  20. Hintze, J. M., Callahan, J. E., III, Matthews, W. J., Williams, S. A., & Tobin, K. G. (2002). Oral reading fluency and prediction of reading comprehension in African American and Caucasian elementary school children. School Psychology Review, 31(4), 540–553.Google Scholar
  21. Hofer, M. & Owings Swan, K. (2006). Digital Storytelling: Moving from Promise to Practice. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 679-684). Chesapeake, VA: AACE.Google Scholar
  22. Huang, Y. Y., Liu, C. C., Wang, Y., Tsai, C. C., & Lin, H. M. (2017). Student engagement in long-term collaborative EFL storytelling activities: An analysis of learners with English proficiency differences. Educational Technology & Society, 20(3), 95–109.Google Scholar
  23. Hwang, W. Y., Shadiev, R., Hsu, J. L., Huang, Y. M., Hsu, G. L., & Lin, Y. C. (2016). Effects of storytelling to facilitate EFL speaking using Web-based multimedia system. Computer Assisted Language Learning, 29(2), 215–241.CrossRefGoogle Scholar
  24. Johnson, L., & Kendrick, M. (2017). Impossible is nothing: Expressing difficult knowledge through digital storytelling. Journal of Adolescent & Adult Literacy, 60(6), 667–675.CrossRefGoogle Scholar
  25. Katifori, A., Perry, S., Vayanou, M., Pujol, L., Chrysanthi, A., & Ioannidis, Y. (2016). Cultivating mobile-mediated social interaction in the museum: Towards group-based digital storytelling experiences. In Proceedings of Museums and the Web.Google Scholar
  26. Kearney, M. (2011). A learning design for student-generated digital storytelling. Learning, Media and Technology, 36(2), 169–188.CrossRefGoogle Scholar
  27. Kim, B. Y. (2011). Elementary School english language education in Korea. Naruto University of Education, 2, 1–8.Google Scholar
  28. Kim, S. (2014). Developing autonomous learning for oral proficiency using digital storytelling. Language Learning & Technology, 18(2), 20–35.Google Scholar
  29. Knobel, M., & Lankshear, C. (2008). Remix: The art and craft of endless hybridization. Journal of Adolescent & Adult Literacy, 52(1), 22–33.CrossRefGoogle Scholar
  30. Lessig, L. (2008). Remix: Making art and commerce thrive in the hybrid economy. New York: Penguin.CrossRefGoogle Scholar
  31. Liu, C. C., Chen, W. C., Lin, H. M., & Huang, Y. Y. (2017a). A remix-oriented approach to promoting student engagement in a long-term participatory learning program. Computers & Education, 110, 1–15.CrossRefGoogle Scholar
  32. Liu, C. C., Chen, Y. C., & Tai, S. J. D. (2017b). A social network analysis on elementary student engagement in the networked creation community. Computers & Education, 115, 114–125.CrossRefGoogle Scholar
  33. Liu, C. C., Lin, C. C., Chang, C. Y., & Chao, P. Y. (2014a). Knowledge sharing among university students facilitated with a creative commons licensing mechanism: A case study in a programming course. Educational Technology & Society, 17, 154–167.Google Scholar
  34. Liu, C. C., Liu, K. P., Wang, P. H., Chen, G. D., & Su, M. C. (2012). Applying tangible story avatars to enhance children’s collaborative storytelling. British Journal of Educational Technology, 43(1), 39–51.CrossRefGoogle Scholar
  35. Liu, C. C., Wang, P. C., & Tai, S. J. D. (2016). An analysis of student engagement patterns in language learning facilitated by Web 2.0 technologies. ReCALL, 28(02), 104–122.CrossRefGoogle Scholar
  36. Liu, C. C., Wu, L. Y., Chen, Z. M., Tsai, C. C., & Lin, H. M. (2014b). The effect of story grammars on creative self-efficacy and digital storytelling. Journal of Computer Assisted Learning, 30(5), 450–464.CrossRefGoogle Scholar
  37. Lotherington, H., & Jenson, J. (2011). Teaching multimodal and digital literacy in L2 settings: New literacies, new basics, new pedagogies. Annual Review of Applied Linguistics, 31, 226–246.CrossRefGoogle Scholar
  38. Mao, J. (2014). Social media for learning: A mixed methods study on high school students’ technology affordances and perspectives. Computers in Human Behavior, 33, 213–223.CrossRefGoogle Scholar
  39. Mayer, R. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13(2), 125–140.CrossRefGoogle Scholar
  40. McLoughlin, C., & Lee, M. (2007). Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era. In Proceedings of ascilite 2007 Singapore. Retrieved from http://www.ascilite.org.au/conferences/singapore07/procs/mcloughlin.pdf.
  41. McLoughlin, C., & Lee, M. J. W. (2010). Personalised and self-regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28–43.CrossRefGoogle Scholar
  42. Nam, C. W. (2017). The effects of digital storytelling on student achievement, social presence, and attitude in online collaborative learning environments. Interactive Learning Environments, 25(3), 412–427.CrossRefGoogle Scholar
  43. Niemi, H., & Multisilta, J. (2016). Digital storytelling promoting twenty-first century skills and student engagement. Technology, Pedagogy and Education, 25(4), 451–468.CrossRefGoogle Scholar
  44. Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill.Google Scholar
  45. Ohler, B. J. (2013). Digital Storytelling in the classroom: New media pathways to literacy, learning, and creativity. Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
  46. Ottó, I. (1998). The relationship between individual differences in learner creativity and language learning success. TESOL quarterly, 32(4), 763–773.CrossRefGoogle Scholar
  47. Pan, C. Y., & Wu, H. Y. (2013). The Cooperative learning effects on english reading comprehension and learning motivation of EFL freshmen. English Language Teaching, 6(5), 13–27.CrossRefGoogle Scholar
  48. Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI: The University of Michigan.Google Scholar
  49. Ravenscroft, A. (2009). Social software, Web 2.0 and learning: status and implications of an evolving paradigm. Journal of Computer Assisted Learning, 21, 1–5.CrossRefGoogle Scholar
  50. Reschly, A. L., Busch, T. W., Betts, J., Deno, S. L., & Long, J. D. (2009). Curriculum-based measurement oral reading as an indicator of reading achievement: A meta-analysis of the correlational evidence. Journal of School Psychology, 47(6), 427–469.CrossRefGoogle Scholar
  51. Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, 30, 17–29.Google Scholar
  52. Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56, 487–506.CrossRefGoogle Scholar
  53. Sarıca, H. Ç., & Usluel, Y. K. (2016). The effect of digital storytelling on visual memory and writing skills. Computers & Education, 94, 298–309.CrossRefGoogle Scholar
  54. Sfard, A. (1998). On two metaphors for learning and dangers of choosing just one. Educational Researcher, 27, 4–13.CrossRefGoogle Scholar
  55. Shih, R. C. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning. Australasian Journal of Educational Technology, 27(5), 829–845.CrossRefGoogle Scholar
  56. Shinn, M. R. (Ed.). (1998). Advanced applications of curriculum-based measurement. New York: Guilford Press.Google Scholar
  57. Smucny, A. D., Baker, C., & Tripathy, M. (2016). Teaching strategies to promote imagination and creativity through student choice, In Proceedings of Innovations in Teaching and Learning Conference. Retrieved from http://journals.gmu.edu/ITLCP/article/view/1492.
  58. Tahriri, A., Tous, M. D., & Movahedfar, S. (2015). The impact of digital storytelling on EFL learners’ oracy skills and motivation. International Journal of Applied Linguistics and English Literature, 4(3), 144–153.Google Scholar
  59. Torrance, E. P., Ball, O. E., & Safter, H. T. (2003). Torrance tests of creative thinking. Scholastic Testing Service.Google Scholar
  60. Tsiviltidou, Z., & Vavoula, G. (2017). Digital Storytelling as a Framework for Inquiry-Based Museum Learning. In 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT), (pp. 403–405). IEEE.Google Scholar
  61. Tsou, W. L., Wang, W. C., & Tzeng, Y. J. (2006). Applying a multimedia storytelling website in foreign language learning. Computers & Education, 47(1), 17–28.CrossRefGoogle Scholar
  62. Vasudevan, V., Kafai, Y., & Yang, L. (2015). Make, wear, play: remix designs of wearable controllers for scratch games by middle school youth. In Proceedings of the 14th International Conference on Interaction Design and Children (pp. 339–342). ACM.Google Scholar
  63. Viera, A. J., & Garrett, J. M. (2005). Understanding interobserver agreement: the κ statistic. Family Medicine, 37, 360–363.Google Scholar
  64. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.Google Scholar
  65. Yang, Y., & Wu, W. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year–long experimental study. Computers & Education, 59, 339–352.CrossRefGoogle Scholar
  66. Yoon, T. (2013). Are you digitized? Ways to provide motivation for ELLs using digital storytelling. International Journal of Research Studies in Educational Technology, 2(1), 25–34.CrossRefGoogle Scholar
  67. Yoon, T. (2014). Developing Multimodal Digital Literacy: The Application of Digital Storytelling as a New Avenue for Effective English Learning with EFL Elementary School Students in Korea.Google Scholar
  68. Yuksel, P., Robin, B., & McNeil, S. (2011). Educational uses of digital storytelling all around the world. In: M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011. (pp. 1264–1271). Chesapeake, VA: AACE.Google Scholar

Copyright information

© Association for Educational Communications and Technology 2018

Authors and Affiliations

  1. 1.Graduate Institute of Network Learning TechnologyNational Central UniversityTaoyuanTaiwan
  2. 2.School of International EducationBeijing University of Chemical TechnologyBeijingChina

Personalised recommendations