Digital Entrepreneurial Storytelling with New Media in a COVID-19 Landscape: An EFL Teaching Model

Abstract

There is still a vacuum in EFL project-based language learning (PBLL) literature for the type of work that is focused on building the knowledge economy. With this pilot study, we propose a mix of pedagogical genres that includes technical communication and entrepreneurial thinking (ET) in a soft-hard content language integrated learning (CLIL) platform. The pilot project discussed here is aimed at promoting ET in language classroom using four digital storytelling (DS) assignments with new media in a technical writing and design context. The project measures students' overall performance with the DS assignments and self-reports of their overall perception of the tasks and use of the software. The content area studied is specific to the COVID-19 related disruptive technologies in the market. Preliminary results suggested that students were mostly capable of performing the necessary content research and represented the information successfully for the DS exercises. However, results also indicated the importance of multiple iterations that will likely help students value the importance of the instructional guidelines provided when completing the exercises. A mismatch was observed between students' levels of satisfaction with the DS exercises and software tools used, and actual performance outcomes.