A review of digital storytelling in language learning in children: methods, design and reliability
Digital storytelling (DS) is an innovative approach to language learning and teaching. Generally, DS refers to the form of storytelling that utilizes digital technology for expression. Scholars have established the value of DS in both traditional and nontraditional (online) classrooms as a tool to t...
| Main Authors: | , |
|---|---|
| Other Authors: | |
| Format: | Journal Article |
| Language: | English |
| Published: |
2023
|
| Subjects: | |
| Online Access: | https://hdl.handle.net/10356/169687 |
| _version_ | 1811676364144640000 |
|---|---|
| author | Ong, Clare Aryadoust, Vahid |
| author2 | School of Social Sciences |
| author_facet | School of Social Sciences Ong, Clare Aryadoust, Vahid |
| author_sort | Ong, Clare |
| collection | NTU |
| description | Digital storytelling (DS) is an innovative approach to language learning and teaching. Generally, DS refers to the form of storytelling that utilizes digital technology for expression. Scholars have established the value of DS in both traditional and nontraditional (online) classrooms as a tool to teach and learn languages. However, the research methods and standards of such studies continue to be overlooked even though the robustness of these studies needs to be established for the implementation of DS into the language curriculum for children. Thus, the present research conducted a systematic investigation of research methods, design and reliability in DS studies on children’s language learning. We identified and extracted 50 documents from the Scopus database that satisfied the criteria of inclusion. In the initial evaluation, we coded every paper for (a) the research method applied, (b) research design and (c) reliability investigation of the instruments. We observed that most studies in the dataset used qualitative methods (n = 24, 48%) and most examined the effect of DS on children’s written abilities (n = 25, 50%). The abilities of children to speak (n = 15, 30%) and read a specific language (n = 10, 20%) were investigated to a lesser extent. Yet, none of these studies investigated listening skills. Notably, more than 92% of DS studies on children language learning provided no evidence of reliability investigation. While we coded for eight reliability statistics in the DS dataset, only two of the indexes were identified. Among these methods, Cronbach’s α was most often used to examine internal reliability, whereas correlation coefficient was applied to establish external reliability. Based on these findings, we offer some suggestions and guidelines for future DS research. |
| first_indexed | 2024-10-01T02:20:18Z |
| format | Journal Article |
| id | ntu-10356/169687 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2024-10-01T02:20:18Z |
| publishDate | 2023 |
| record_format | dspace |
| spelling | ntu-10356/1696872023-08-06T15:30:18Z A review of digital storytelling in language learning in children: methods, design and reliability Ong, Clare Aryadoust, Vahid School of Social Sciences Social sciences::Psychology Digital Storytelling Educational Technology Digital storytelling (DS) is an innovative approach to language learning and teaching. Generally, DS refers to the form of storytelling that utilizes digital technology for expression. Scholars have established the value of DS in both traditional and nontraditional (online) classrooms as a tool to teach and learn languages. However, the research methods and standards of such studies continue to be overlooked even though the robustness of these studies needs to be established for the implementation of DS into the language curriculum for children. Thus, the present research conducted a systematic investigation of research methods, design and reliability in DS studies on children’s language learning. We identified and extracted 50 documents from the Scopus database that satisfied the criteria of inclusion. In the initial evaluation, we coded every paper for (a) the research method applied, (b) research design and (c) reliability investigation of the instruments. We observed that most studies in the dataset used qualitative methods (n = 24, 48%) and most examined the effect of DS on children’s written abilities (n = 25, 50%). The abilities of children to speak (n = 15, 30%) and read a specific language (n = 10, 20%) were investigated to a lesser extent. Yet, none of these studies investigated listening skills. Notably, more than 92% of DS studies on children language learning provided no evidence of reliability investigation. While we coded for eight reliability statistics in the DS dataset, only two of the indexes were identified. Among these methods, Cronbach’s α was most often used to examine internal reliability, whereas correlation coefficient was applied to establish external reliability. Based on these findings, we offer some suggestions and guidelines for future DS research. Nanyang Technological University Published version The authors acknowledge the funding support from Nanyang Technological University – URECA Undergraduate Research Programme for this research project. 2023-07-31T04:47:20Z 2023-07-31T04:47:20Z 2023 Journal Article Ong, C. & Aryadoust, V. (2023). A review of digital storytelling in language learning in children: methods, design and reliability. Research and Practice in Technology Enhanced Learning, 18, 011-. https://dx.doi.org/10.58459/rptel.2023.18011 1793-7078 https://hdl.handle.net/10356/169687 10.58459/rptel.2023.18011 2-s2.0-85152957763 18 011 en URECA Research and Practice in Technology Enhanced Learning © The Author(s). 2023 Open Access. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/. application/pdf |
| spellingShingle | Social sciences::Psychology Digital Storytelling Educational Technology Ong, Clare Aryadoust, Vahid A review of digital storytelling in language learning in children: methods, design and reliability |
| title | A review of digital storytelling in language learning in children: methods, design and reliability |
| title_full | A review of digital storytelling in language learning in children: methods, design and reliability |
| title_fullStr | A review of digital storytelling in language learning in children: methods, design and reliability |
| title_full_unstemmed | A review of digital storytelling in language learning in children: methods, design and reliability |
| title_short | A review of digital storytelling in language learning in children: methods, design and reliability |
| title_sort | review of digital storytelling in language learning in children methods design and reliability |
| topic | Social sciences::Psychology Digital Storytelling Educational Technology |
| url | https://hdl.handle.net/10356/169687 |
| work_keys_str_mv | AT ongclare areviewofdigitalstorytellinginlanguagelearninginchildrenmethodsdesignandreliability AT aryadoustvahid areviewofdigitalstorytellinginlanguagelearninginchildrenmethodsdesignandreliability AT ongclare reviewofdigitalstorytellinginlanguagelearninginchildrenmethodsdesignandreliability AT aryadoustvahid reviewofdigitalstorytellinginlanguagelearninginchildrenmethodsdesignandreliability |