Promoting speaking in the young learner classroom through task-based digital storytelling via online technology: a case study
In the young learner (YL) foreign language (FL) classroom, oracy is more important than literacy, but teaching speaking is still primarily repetitive in many contexts. Free speaking activities are difficult to create for teachers and accomplish for learners. This research investigated the ways in wh...
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| Format: | Article |
| Language: | English |
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De Gruyter
2023-10-01
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| Series: | Journal of China Computer-Assisted Language Learning |
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| Online Access: | https://doi.org/10.1515/jccall-2023-0004 |
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| author | Lustenberger Andrea |
| author_facet | Lustenberger Andrea |
| author_sort | Lustenberger Andrea |
| collection | DOAJ |
| description | In the young learner (YL) foreign language (FL) classroom, oracy is more important than literacy, but teaching speaking is still primarily repetitive in many contexts. Free speaking activities are difficult to create for teachers and accomplish for learners. This research investigated the ways in which imaginative digital storytelling (DST) tasks can improve oracy and the prior knowledge needed to negotiate meaning. The main data of this study, which were collected over one academic year, comprised a questionnaire of 19 Swiss Year 4 students, video and audio recordings of two dyads working on four collaborative oral DST tasks and a semi-structured interview with the four children and their class/English teacher. The results revealed that collaborative end-of-unit tasks enabled the children to creatively recycle the language learnt. Scaffolding and language support provided on the task sheet allowed a creative and personal approach to DST, which was a motivating experience. Clear guidance for classroom talk fostered collaboration and personal, social and problem-solving competences. These findings have implications for YL FL pedagogy and highlight the need for further theoretical insights into task-based DST. |
| format | Article |
| id | doaj-art-3da341b3b77e45dd994520b53ff3a98e |
| institution | Kabale University |
| issn | 2748-3479 |
| language | English |
| publishDate | 2023-10-01 |
| publisher | De Gruyter |
| record_format | Article |
| series | Journal of China Computer-Assisted Language Learning |
| spelling | doaj-art-3da341b3b77e45dd994520b53ff3a98e2025-01-20T11:08:49ZengDe GruyterJournal of China Computer-Assisted Language Learning2748-34792023-10-014164110.1515/jccall-2023-0004Promoting speaking in the young learner classroom through task-based digital storytelling via online technology: a case studyLustenberger Andrea0Pädagogische Hochschule Zug, Zug, SwitzerlandIn the young learner (YL) foreign language (FL) classroom, oracy is more important than literacy, but teaching speaking is still primarily repetitive in many contexts. Free speaking activities are difficult to create for teachers and accomplish for learners. This research investigated the ways in which imaginative digital storytelling (DST) tasks can improve oracy and the prior knowledge needed to negotiate meaning. The main data of this study, which were collected over one academic year, comprised a questionnaire of 19 Swiss Year 4 students, video and audio recordings of two dyads working on four collaborative oral DST tasks and a semi-structured interview with the four children and their class/English teacher. The results revealed that collaborative end-of-unit tasks enabled the children to creatively recycle the language learnt. Scaffolding and language support provided on the task sheet allowed a creative and personal approach to DST, which was a motivating experience. Clear guidance for classroom talk fostered collaboration and personal, social and problem-solving competences. These findings have implications for YL FL pedagogy and highlight the need for further theoretical insights into task-based DST.https://doi.org/10.1515/jccall-2023-0004digital storytellingyoung learnersoracytask-based teaching and learningonline technology |
| spellingShingle | Lustenberger Andrea Promoting speaking in the young learner classroom through task-based digital storytelling via online technology: a case study Journal of China Computer-Assisted Language Learning digital storytelling young learners oracy task-based teaching and learning online technology |
| title | Promoting speaking in the young learner classroom through task-based digital storytelling via online technology: a case study |
| title_full | Promoting speaking in the young learner classroom through task-based digital storytelling via online technology: a case study |
| title_fullStr | Promoting speaking in the young learner classroom through task-based digital storytelling via online technology: a case study |
| title_full_unstemmed | Promoting speaking in the young learner classroom through task-based digital storytelling via online technology: a case study |
| title_short | Promoting speaking in the young learner classroom through task-based digital storytelling via online technology: a case study |
| title_sort | promoting speaking in the young learner classroom through task based digital storytelling via online technology a case study |
| topic | digital storytelling young learners oracy task-based teaching and learning online technology |
| url | https://doi.org/10.1515/jccall-2023-0004 |
| work_keys_str_mv | AT lustenbergerandrea promotingspeakingintheyounglearnerclassroomthroughtaskbaseddigitalstorytellingviaonlinetechnologyacasestudy |