Why digital storytelling in language classroom?

It is commonly said of ESL/EFL practitioners that we are constantly looking for new ways to teach language as well as new materials and new tricks to keep learning interesting for the students and for ourselves (Iannotti 2006). Technology offers a number of opportunities for connecting classrooms to the world and learners have many options for learning and communication ranging from instant messaging to blogging to podcasting. Why digital storytelling? I have personally experienced the power of digital storytelling, undergoing the whole process, from pre-production, production, post-production, to showcase, I have realized that digital storytelling can be a powerful tool from the applied linguistics aspect. Digital storytelling can be a compelling and satisfying process that helps learners explore the meaning of their own experience, give value to it, and communicate personals experience on multiple levels to others through the production of their language output, both spoken and written. Moreover, it is learner-centered in the best way imaginable as it asks learners to make meaning out of experience we acknowledge significant. I have a strong passion about what digital storytelling can bring to the language classroom and would like to share the literature review that I have done, including some successful stories.

Digital storytelling has been found facilitating the convergence of four student-centered learning strategies: student engagement, reflection for deep leaning, project-based learning, and the effective integration of technology into instruction (Barrett 2006). Moreover, Gils (2005) suggested many advantages of using digital storytelling in education, including personalizing learning experience and improving the involvement of students in the process of learning. Furthermore, Combs and Beach (1994) study indicated that storytelling improves learners’ communication skills as well as creates a class bond through shared experiences.

Studies have also found that digital storytelling facilitates the language learning process. For language learners, producing a digital story engages them in creating, using, and perfecting all of their emerging language skills in remarkable synergy (Rance-Roney 2008). In other words, in the process of storytelling, learners become more creative, gain speaking skills, and improve their verbal organizing skills and ability to empathize. Moreover, with the advancement of technology, it is made easier using digital images to enhance the visual communication and appealing of storytelling, which involves planning, writing, editing, illustrating, and producing the components so that we communicate “the heartfelt essence, not just the events.” (Benton 2006)
Tsou, Wang & Tseng (2006) found that integrating digital storytelling into language curriculum is a creative language learning technique that can improve learners’ level of learning in reading, writing, speaking and listening. In addition, it also enhances the teaching in the language classroom. In Ohler’s DAOW of literacy, four major literacy components involved in the process of digital storytelling, including digital, art, oral, and writing, blend well in a digital storytelling environment where all components can reinforce each other and lead to improvement in learners’ literacy and expression in all area. In a language classroom, the emphasis should weigh more on the last two components even though the former two definitely have added value to the performance of language output. The writing may not be the final product of a digital story, however, the writing skills that students employ in the process of creating their digital story embrace many aspects of writing that are considered important in school as well as the world outside school. The oral literacy, an important role in digital storytelling, usually shows as the final outcome which provides learners varied and abundant opportunities to learn, produce and acquire spoken language. In other words, digital stories require students to synthesize the techniques of both creative and expository writing as well as compelling narration (spoken output) in order to produce a successful piece of media, therefore, are considered as an effective and efficient tool in language learning.

In addition to findings of the previous studies, whether to use digital storytelling in language classroom should lay on learners’ responses, which may lead to strong motivations and have an impact on learners’ outcome. Students from an L2 language instructor, Kristy McGeoch’s class appeared to respond positively to their digital storytelling experience.

“You will remember it if you see it in two year, I will remember every single person and funny moments – I think that was the motivation for everyone to work that hard.” ~Juergen, Austria
“So when I showed the digital story I was very proud of me. Also I thought I got the best present from AU.” ~Betty, Korea
“ I really feel like we are a family, to do the whole thing and show each other our own story – it make each other feel warm. I really think we have been close friends. So that’s why I loved these classes.” ~Nicole, China
Retrieved April 28, 2009 from http://www.kirstymcgeoch.com/

I personally have incorporated digital storytelling in the curriculum for one writing class. The digital story about one Taiwanese Mythology, the Origin of Moon Festival, was made with no narration but only key vocabularies to go with each digital image. The assignment for the students was to write a story based on their interpretation of the visuals, music, and key vocabulary, which had generated quite amazing quality works, both in content and language. Then, the follow up assignment was for students to tell a digital story from their own cultures, which had given students another opportunity to not only demonstrate their language proficiency level but also bring their cultures to the awareness of the peers. I consider it a successful evidence of what digital storytelling can do in language classroom. Even though my students are at university level, I am sure that digital storytelling can work effectively for younger learners. In fact, through the literature review process, I have not found many studies or research done among university level students, which actually makes me excited because it means that there’s plenty for me to do!