Digital Storytelling for Learner Motivation, Learning Strategy, and Language Skill Development: Design and Implementation

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Project title

Code/計畫編號

NSC102-2410-H019-005

Translated Name/計畫中文名

以數位故事創作提昇學習動機、策略運用、及語言能力：課程設計與實踐

Project Coordinator/計畫主持人

Hsin-chou Huang

Funding Organization/主管機關

National Science and Technology Council

Department/Unit

Institute of Applied English

Website

https://www.grb.gov.tw/search/planDetail?id=3097223

Year

2013

Start date/計畫起

01-08-2013

Expected Completion/計畫迄

31-07-2014

Bugetid/研究經費

597千元

ResearchField/研究領域

語文

"新讀寫素養已從傳統紙本，發展成為結合影音與超媒體文本及同步與非同步溝通。要跨越傳統讀寫及新讀寫素養此鴻溝，結合數位故事創作於課程中是很好的教學策略。數位說故事延伸口說故事之傳統，結合數位媒體，如影像、聲音、音樂等來傳達意義。學習者透過數位科技，可以創造出更具活力的作品及分享看法；並可訓練自我表達及提昇學習動機。數位故事創作之內容，因其結合數位媒體及口說敘述之特色，不但可以涵蓋個人歷史之敘述，學習者更可以透過科技之多元性，增廣學科知識，加強組織思考能力，與同儕合力創作，並透過影音更有意義的表達想法。由於以英語為第二語言之數位故事創作仍在初創階段，此二年期計畫旨在設計數位故事教學之課程，探討以英語為外語學習者，在參與數位故事創作計畫後，其學習策略之運用學習及動機之轉變，並瞭解其語言能力之發展。本計畫亦深入探討運用行動科技創作數位故事，於學生之動機、策略及語言發展之影響。本研究之成果，可以提供教師未來運用科技融入讀寫課程之典範。第一年旨在設計與建置數位故事教學網站，記錄學生之數位故事創作之過程，及瞭解其動機及語言發展之轉變。此數位故事網站包含了課程模組，即敘述文體寫作及科技整合；溝通工具模組，即部落格及聊天室；評量模組，提供個人省思日記及其他數位故事創作上傳。六十位來自北部國立大學之兩班大一英文學生參與此研究。在這為期四個月的實驗中，學生依數位故事教學課程網站之課程進度，小組合作完成數位故事創作。過程中每週繳交反思日誌，且於期末參加半結構性訪談。參與同學也在實驗先後填寫學習動機量表，及接受語言測驗，以紀錄其瞭解其動機的轉變及語言之進展。本計畫透過質化與量化之工具蒐集資料，以了解數位故事創作對第二外語學習者之影響，以及其影響因子。而第一年的計畫結果，可做為第二年後續以行動科技為媒介，數位故事創作計畫的雛型。第二年的研究探討運用行動科技裝置如iPad 創作數位故事，對外語學習者學習動機之影響，亦關注行動裝置之可用性。為了長期瞭解學生動機轉變及其歷程性，研究者將挑選10 位來自不同科系，不同語言程度，以及在第一年期計畫中對於數位故事創作有不同程度動機轉變之學生，參與此階段研究。如同第一年期計畫，學生必須創作數位故事，但是運用不同的媒介，即iPads 來完成。透過前後測之動機量表、錄影學生數位故事創作過程，及訪談等結果，研究者將一窺學生如何運用行動科技裝置，如iPad 完成數位故事，將更深入瞭解動機提昇及語言發展之效益。期盼以此長期性之研究，可以幫助語言教師拓展數位教學之實作，培養學生數位時代所需之新讀寫素養，且將數位故事教學融入外語課程中。"
"New literacy practices have moved beyond print to encompass visual and hypertextual modes of presentation and many-to-many synchronous and asynchronous forms of communication. One way to bridge the gap between traditional approaches and modern multiliteracies is to integrate digital storytelling (DST) into the curriculum. DST uses modern technological tools—image, voice, sound effects, and music—to extend the ancient art of oral storytelling, thereby providing an effective medium for self-expression and increasing learners’ motivation (Lamber, 2009; Porter, 2005). By integrating digital media with verbal narration, DST enables students to organize ideas, explore new topics, narrate personal history, work collaboratively with peers, and present acquired knowledge in a meaningful way. L2 digital storytelling is still in its infancy, so this two-year project will design a digital storytelling curriculum, investigate EFL learners’ motivational patterns and learning strategies as they create digital stories, and explore DST’s effects on language development. It will also examine how using mobile technology to create digital stories affects learner motivation, strategies, and linguistic skills. Finally, students’ perceptions of this project will provide insights for future integration of technology into the EFL curriculum. The first-year project aims to design and develop a digital storytelling curriculum, document how students complete digital stories, and examine whether the project increases motivation. The participants will be 60 freshmen drawn from two sections of an intermediate EFL reading course at a national university in northern Taiwan. The construction of a course website on digital storytelling will facilitate course instruction and interactions. Modules will include tutorials on narrative writing and technology integration; interactions through a chatroom and weblogs; and an evaluation mechanism that archives students’ uploaded journals and assignments. During the four-month experiment, the course website will help students follow step-by-step procedures for completing digital stories collaboratively. Students will submit their reflective journals weekly and participate in semi-structured interviews at the end of the project. Language proficiency tests and a motivation questionnaire will be administered at the beginning and end of the project to ascertain possible changes in language skills and motivation. Qualitative data collected through journals and interviews will shed light on students’ strategies for creating digital stories and their perceptions of digital storytelling in the EFL curriculum. The second-year study will examine how digital storytelling can support the emergence new literacies through mobile technologies, such as iPads. This inquiry will focus on the usability and usefulness of iPads for language learning and their effects on EFL learners’ motivation. To document students’ motivational changes over time, the researcher will select ten students from among the first-year participants to join this follow-up study; they will have different majors, diverse language backgrounds, and differing motivation toward digital storytelling. They will complete digital stories but with a new medium, iPads. A qualitative approach will closely examine these learners’ use of iPads to uncover usage patterns, motivational changes, and language development. The results of this longitudinal study will help teachers expand their range of digital practices to provide students with the skills needed for the digital age. It will provide deeper insights into how to integrate digital storytelling into the EFL curriculum and prepare students for the demands of emerging literacies."

Keyword(s)

數位故事創作
學習策略
學習動機
新讀寫素養
英語為外國語
digital storytelling
learning strategy
learner motivation
new literacies
EFL

DSpace CRIS

Digital Storytelling for Learner Motivation, Learning Strategy, and Language Skill Development: Design and Implementation

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