A Systematic Review of Digital Storytelling in Language Learning in Adolescents and Adults

Autor/inn/en	Lim, Nikki Zhi Li; Zakaria, Azrifah; Aryadoust, Vahid
Titel	A Systematic Review of Digital Storytelling in Language Learning in Adolescents and Adults
Quelle	In: Education and Information Technologies, 27 (2022) 5, S.6125-6155 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zakaria, Azrifah) ORCID (Aryadoust, Vahid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-021-10861-0
Schlagwörter	Literature Reviews; Technology Uses in Education; Story Telling; Second Language Learning; Adolescents; Adults; Reading Improvement; Writing Improvement; Speech Improvement; Listening Skills + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Zweitsprachenerwerb; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sprechentwicklung
Abstract	Digital storytelling (DST) is a novel approach that uses modern computer technology to amplify language learning and teaching. The present study aims to review how the published DST research utilizes visuals and audio to influence the learning environment and engage adolescent and adult language learners. This was measured through their improvement in the four main language skills: reading, writing, listening, and speaking. A total 71 journal papers were identified using the Scopus database. The papers studied both first and second language learning and were coded in full-text screening for the research topics and methods adopted, theories or frameworks adopted, outcomes across the language skills, and reliability investigation of the studies. The results showed a range of research used in the studies, with 39.7% of the total studies using a mixed number of methods. The theories adopted in these studies were limited to components of DST, age group, and the type of study. Most studies neither tested nor mentioned the use of the three theoretical variables mentioned above. Notably, a majority of the studies reported positive outcomes when DST was used in the learning environment. However, not all claims were supported with evidence. Lastly, only a handful of the studies reviewed reported reliability, highlighting a lack of verification of the precision of the measurement instruments used. Implications of these findings and recommendations for designing DST and language learning research in the future will be discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01