ABSTRACT

Digital storytelling (DS) has increasingly been incorporated as a pedagogical tool to engage EFL learners for active language learning. However, little is known about how EFL learners make self-initiated use of multifarious resources available to them for engaging in the DS practice behaviourally, cognitively, affectively and socially. This 10-month-long study, informed by a dynamic and holistic approach, focused on an in-depth exploration of the dynamics and underpinning mechanisms of EFL learner engagement with the DS practice, as well as the alignment between their engagement and writing performance. Data were collected from multiple sources including learning journals, semi-structured interviews and DS products, and analysed using qualitative and quantitative techniques. Results revealed structural and temporal patterns regarding EFL learners’ behavioural, cognitive, social and affective DS engagement, which were found largely attributable to various individual and contextual factors. Also prominent in our observation were marked individual differences in terms of the patterns, processes and outcomes (in the form of writing development) of learners multifacetedly engaging in the DS practice. Pedagogical suggestions accommodating the dynamic, multifaceted and individual nature of learner engagement are provided for the design and implementation of DS-based tasks.

摘要

数字讲故事 (DS) 已越来越多地被纳入作为一种教学工具，吸引 EFL 学习者进行主动语言学习。然而，人们对英语学习者如何主动利用各种可用资源在行为、认知、情感和社交方面参与 DS 实践知之甚少。这项为期 10 个月的研究采用动态和整体的方法，重点深入探索 EFL 学习者参与 DS 实践的动态和基础机制，以及他们的参与度和写作表现之间的一致性。从学习期刊、半结构化访谈和 DS 产品等多个来源收集数据，并使用定性和定量技术进行分析。结果揭示了英语学习者行为、认知、社交和情感 DS 参与的结构和时间模式，这些模式很大程度上归因于各种个人和情境因素。在我们的观察中，还突出的是学习者多方面参与 DS 实践的模式、过程和结果（以写作发展的形式）方面存在明显的个体差异。为基于 DS 的任务的设计和实施提供了适应学习者参与的动态、多方面和个性化性质的教学建议。学习者多方面参与 DS 实践的过程和结果（以写作发展的形式）。为基于 DS 的任务的设计和实施提供了适应学习者参与的动态、多方面和个性化性质的教学建议。学习者多方面参与 DS 实践的过程和结果（以写作发展的形式）。为基于 DS 的任务的设计和实施提供了适应学习者参与的动态、多方面和个性化性质的教学建议。