From Words to Wonders: EFL Students' Perceptions of Digital Storytelling for Language Learning
DOI:
https://doi.org/10.54855/ijli.24344Keywords:
Digital Storytelling, Multimedia, EFL, Teaching, LearningAbstract
This study investigated the use of digital storytelling (DST) in university-level foreign language classes in Vietnam, focusing on students' perspectives. While the term "digital storytelling" may not be widely recognized, it has been adopted by educators, students, and others worldwide as a way to create short films by integrating multimedia elements. The research problem addressed in this study was to extensively examine students' views on incorporating DST projects into their foreign language courses to enhance students' confidence, interaction, and motivation. Data was gathered through various methods, including questionnaires, interviews, observations, student-made videos, and online comments, to describe and interpret the case from the participants' (83 EFL students) perspective. The results indicate that DST positively impacted students' language confidence, critical engagement, motivation, and interpersonal relationships. Students recognized the advantages of DST, such as enhancing language skills and boosting engagement, but also acknowledged the need for more time, resources, and a clear educational strategy to fully integrate DST into the language learning curriculum.
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