Abstract
This paper looks into what Junior High School learners think of the Web 2.0 tool “Storyboard” for digital story telling purposes and investigates the extent to which it can enhance their receptive and productive skills of reading and writing in the English language. Fifty one randomly selected students, who created a digital story based on a relevant instructive scenario, and their teachers took part in the research. The quantitatively analyzed teachers’ and students’ interviews results and learners’ post-tests data revealed that the tool is considered very motivating and useful increasing learners’ aforementioned English language skills. As learners and teachers indicate “Storyboard” has offered them moments of happiness and joy during their school activities and made their lesson creative and interesting.
Highlights
The rapid development of information and communication technologies and their utilization in the production process, labor, communication and culture has brought radical changes in all areas of human activity
Research has shown that digital story telling around the world is an increasing teaching practice with many benefits and challenges [16,17,18,19,20,21,22,23,24,25]: it allows the user/creator of the story to practice skills such as selection, elaboration and decision making of the choice of a topic and content made
The improvement at post testing for writing is at 19,62%(±9,13%) and for reading it comes to 25,37%(±8,28%) compared to the pre-test performances
Summary
The rapid development of information and communication technologies and their utilization in the production process, labor, communication and culture has brought radical changes in all areas of human activity. The combination of ICT with stories, games, videos and audiobooks attracts students, providing a pleasant audiovisual learning environment [12] This kind of learning is realized within groups and communities, well supported by the continuously increasing ICT applications, which exploit relevant scenarios for teaching and learning purposes. Research has shown that digital story telling around the world is an increasing teaching practice with many benefits and challenges [16,17,18,19,20,21,22,23,24,25]: it allows the user/creator of the story to practice skills such as selection, elaboration and decision making of the choice of a topic and content made It attracts and motivates the learners and supports his/her ability to consolidate new knowledge due to the strong effect of the image and sound. Digital storytelling has been found to be beneficial for the classroom [29], whereas, its critical socio-educational focus in education has been emphasized [30]
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