Abstract
The aim of this study is to define the role of digital storytelling in improving writing skills. The study was designed as an action research. The study sample consisted of 22 fourth grade students in a public elementary school in Eskisehir, Turkey. Data were collected in 2017-2018 fall term through full participant observation, researcher's diaries, students' diaries, student digital processing products and video recordings. The learning materials were developed by the researchers based on the enriching texts and in-class action plans were designed based on the steps of digital storytelling. Data collected with researcher's diaries, observations, video recordings and documents were analyzed using content analysis. The results showed that digital story writing studies could be very effective in developing the writing skills of elementary school fourth grade students. Also, the digital story writing activities improved the students' computer literacy as well as their attitudes and motivation towards writing. Particularly, integration of technology in writing activities let the students see the course as a more modern, innovative and attractive course.
Highlights
Writing, one of the four language teaching skills, is a relatively late developing skill with cognitive and physical processes [18]
It may be stated that writing skill improves much slower than the other skills or does not improve enough because of high number of students in classes or some problems caused by teachers since it is a complex process, the feedback and correction processes during practice are not functional enough [21]
Intended for the purpose of the research, the data gathered via video recordings, student and researcher, student products and voice recordings were analyzed and it was aimed to form a profound frame for the use of digital narration study in teaching writing
Summary
One of the four language teaching skills, is a relatively late developing skill with cognitive and physical processes [18]. Many studies have put forward that writing skill has been improved significantly based on the models and theories, how writing teaching and technology in the light of developing technology can be integrated is still a problem, which continues to be relevant. When the digital stories of the students were studied, the first drafts were full of mistakes, it was observed that this problem decreased gradually. When observed in terms of punctuation, it was analyzed that all students used correct punctuation in their final work This could be related with the immediate feedback of the researcher, the group work of the students and their high motivation on digital story formation. Some examples of the first draft mistakes are as follows:
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