Abstract
A total of 22 language learners aged between 5 and 13 years participated in extracurricular English language lessons as part of a longitudinal digital storytelling project. Quantitative data were gathered from motivational surveys and reflective diaries maintained by the participants. Data analysis established that digital storytelling as a pedagogical tool facilitates learner engagement and the development of intrinsic motivation. In particular, the research provides evidence that learners who are extrinsically motivated are more likely to be motivated intrinsically through the use of digital storytelling and that females are more likely to do so than males. The length of the study—an academic year—lends credence and validity to the findings and the practical realities of using digital storytelling are demonstrated, making it an attractive pedagogical option.
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Abderrahim, L., Navarro González, D. (2020). The Impact of Digital Storytelling on the Motivation and Engagement of Young Foreign Language Learners. In: Freiermuth, M.R., Zarrinabadi, N. (eds) Technology and the Psychology of Second Language Learners and Users. New Language Learning and Teaching Environments. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-34212-8_20
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