Abstract
<p style="text-align:justify">Digital storytelling has undergone extensive study in different content-areas, but its naturally-combined use with collaborative writing for skills development, and reflective practice remains underresearched in pre-service EFL teacher education. This study undertook joint tech-enhanced retelling of L2 texts by 56 Turkish EFL teacher candidates, rubric-based peer and teacher assessment of final products, comparative analysis of complexity, accuracy, and fluency (CAF) between outliers, and process evaluation using the significant learning taxonomy to explore impacts on L2 writing performance, academic learning, and personal growth. Despite assigning lower scores than the teacher-assessors, especially to the top-performers, the majority of peers successfully fulfilled the job, effectively performed the future reviewer role, and positively reacted to co-construction, and technology integration. CAF and reflection analyses indicated that the biggest difference between the highest- and lowest-scoring groups lay in grammatical accuracy, and lack of mutual interaction could account for the less cooperative group’s poorer performance. The classification of their post-task responses into six kinds of learning gains (foundational knowledge, application, integration, human dimension, caring, and learning how to learn) also revealed that their collaborative digital storytelling experience (CDS) elicited more procedural, critical, creative and practical thinking on the academic learning front, while disciplinary and integrative thinking may have declined due to more immediate preoccupation with task achievement. Their critical thinking was mainly organised around consensus-reaching, fluctuating membership, and logistical challenges, and most demonstrated a clear understanding of the role of positive group dynamics in group outcomes. Despite heightened awareness of the performance-boosting, character-forming, and motivational benefits of collective scaffolding and multimodal meaning-making, a minority could also discern the instrumentality of innovative teaching techniques in their future classroom practices.</p>
Highlights
In an age of rapid, and even dramatic change, where 90% of the world’s students can be most unwontedly left out of school due to a global disease outbreak, the concept of learning throughout life has recently acquired new significance, for it may no longer be merely hailed as the saviour of disadvantaged adults, but perhaps rather be re-evaluated, in the fullest sense of the word, as holistic development for life
Digital storytelling has undergone extensive study in different content-areas, but its naturally-combined use with collaborative writing for skills development, and reflective practice remains underresearched in pre-service EFL teacher education
This study undertook joint tech-enhanced retelling of L2 texts by 56 Turkish EFL teacher candidates, rubric-based peer and teacher assessment of final products, comparative analysis of complexity, accuracy, and fluency (CAF) between outliers, and process evaluation using the significant learning taxonomy to explore impacts on L2 writing performance, academic learning, and personal growth
Summary
In an age of rapid, and even dramatic change, where 90% of the world’s students can be most unwontedly left out of school due to a global disease outbreak, the concept of learning throughout life has recently acquired new significance, for it may no longer be merely hailed as the saviour of disadvantaged adults, but perhaps rather be re-evaluated, in the fullest sense of the word, as holistic development for life. The advent of the internet has made new instructional technologies more widely accessible, provided a myriad of choices for both teachers and learners, and in doing so, changed our understanding of content learning, too. Today, it is more than a body of factual knowledge to be disseminated by the teacher.
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