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CYBERNATED STORYTELLING: REVITALISING STORYTELLING ACTIVITIES FOR SECONDARY SCHOOL STUDENTS

100%
Rosli R. M., Idrus F.
Teaching English with Technology
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2017
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vol. 17
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issue 3
19-34
EN
Storytelling is one of the most common activities used in teaching English proficiency to language students. It is widely accepted as a teaching technique by many educators because it engages students in learning. This study seeks to examine students’ readiness in using technology-aided applications in telling their stories. It also investigates how cybernated storytelling could encourage them to communicate more in groups. This qualitative study involved 35 secondary school students, selected based on purposive sampling technique, from a multi-ethnic secondary school in Malaysia. After having initial exposure to cybernated storytelling video production, the students were divided into small groups and required to engage in developing a cybernated storytelling video for a period of 90 days using the English language. While engaging in the activity, students were expected to communicate orally in face-to-face meetings and in writing using WhatsApp (WA) and Facebook (FB) platforms. Their WA and FB entries were compiled and analysed thematically besides interview responses which were collected during the group interview. The findings point to how technology aided language learning could be a strong support in enhancing students’ English communication skills.
2

(Re)Claiming Voices: Digital Storytelling and Second Language Learners

100%
Grigsby Y., Theard-Griggs C., Lilly C.
Acta Technologica Dubnicae
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2015
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vol. 5
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issue 1
60-67
EN
With almost five million English language learners in the United States, digital storytelling is increasingly being used in second language learning classrooms. As a teaching and learning strategy, digital storytelling can promote critical thinking, connect new content with prior knowledge, enhance memory, and foster confidence and motivation for learning. Digital stories possess unique narrative qualities that often center on identity negotiation and the ways culturally and linguistically diverse students make meaning out of their lives. Fostering hands-on, active learning, digital storytelling is an interactive way to include culturally and linguistically diverse students’ voices in a curriculum that may not easily represent them. Practical implementation of digital storytelling is included.
3
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From Pausanias to Baedeker and Trip Advisor: Textual proto-tourism and the engendering of tourism distribution channels

88%
Katsoni V., Fyta A.
Turyzm
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2021
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vol. 31
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issue 1
11-19
EN
The key aim of this article is to provide an interdisciplinary look at tourism and its diachronic textual threads bequeathed by the ‘proto-tourist’ texts of the Greek travel author Pausanias. Using the periegetic, travel texts from his voluminous Description of Greece (2nd century CE) as a springboard for our presentation, we intend to show how the textual strategies employed by Pausanias have been received and still remain at the core of contemporary series of travel guides first authored by Karl Baedeker (in the 19th century). After Baedeker, Pausanias’ textual travel tropes, as we will show, still inform the epistemology of modern-day tourism; the interaction of travel texts with travel information and distribution channels produces generic hybrids, and the ancient Greek travel authors have paved the way for the construction of networks, digital storytelling and global tourist platforms.
4
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LEARNERS’ PERCEPTIONS OF THE IMPACT OF USING DIGITAL STORYTELLING ON VOCABULARY LEARNING

88%
Leong A. C. H., Abidin M. J. Z., Saibon J.
Teaching English with Technology
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2019
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vol. 19
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issue 4
3-26
EN
Learning vocabulary is one of the problems faced by English language learners. The inability to use vocabulary poses difficulties to learn the language effectively. One of the ways to attract to and interest learners in learning vocabulary is through the integration of technology, such as the use of digital storytelling as its interactivity can create interest in learning. This study examined the effects of digital storytelling in vocabulary learning among young Malaysian English as a Second Language (ESL) learners. Qualitative case study was employed as the research design of this study. Findings revealed that there were several impacts of digital storytelling on vocabulary learning and all of these effects are positive. Some implications of digital storytelling on education are also discussed in this paper.
5
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Od Pauzaniasza do Baedekera i serwisu Tripadvisor: prototuryzm tekstualny oraz zagrożenia dla kanałów dystrybucji turystycznej

75%
Katsoni V., Fyta A.
Turyzm
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2021
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vol. 31
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issue 1
11-19
PL
Głównym celem autorek artykułu jest interdyscyplinarne spojrzenie na turystykę i jej diachroniczne wątki tekstualne w prototurystycznych pismach Pauzaniasza – greckiego autora opowieści o podróżach. Korzystając z periegetycznych tekstów podróżniczych, zaczerpniętych z jego obszernego dzieła Wędrówki po Helladzie (Periegesis tes Hellados; II w. n.e.), będącego punktem wyjścia do rozważań, autorki zamierzają pokazać, że strategie tekstualne Pauzaniasza wciąż stanowią podstawę współczesnej serii przewodników turystycznych, zapoczątkowanej przez K. Baedekera w XIX w. Celem opracowania jest również wykazanie, że po Baedekerze tradycyjne teksty podróżnicze Pauzaniasza nadal mają wpływ na epistemologię współczesnej turystyki: interakcje między tekstami podróżniczymi, zawierającymi informacje turystyczne, a kanałami dystrybucji prowadzą do pojawienia się generycznych hybryd, a starożytni greccy autorzy podróży utorowali drogę do tworzenia cyfrowych opowiadań, sieci i globalnych platform turystycznych.
6
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Japanese Experience of Communication Training in Ukrainian Higher Medical Education during the COVID-19 Quarantine Period

63%
Hutor L., Sodomora P.
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
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2022
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vol. 35
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issue 1
149-163
PL
Celem przeprowadzonych badań było wdrożenie japońskich doświadczeń w szkoleniu komunikacyjnym za pomocą cyfrowych opowieści (digital storytelling, DST) we Lwowskim Narodowym Uniwersytecie Medycznym im. Danyła Halickiego w warunkach kwarantanny COVID-19 i uczenia się na odległość. W artykule omówiono skuteczność treningu i techniki ewaluacji opartej na DST w rozwoju umiejętności komunikacyjnych. W badaniu wzięło udział 76 studentów pierwszego (N = 38) i drugiego roku medycyny (N = 38). Ocena umiejętności DST dokonywana była według 10 kryteriów (8 strukturalnych, 2 stylistycznych) i przebiegała w trzech etapach: wstępnym, rozwojowym i końcowym. Uzyskane dane zostały przetworzone i przeanalizowane statystycznie. Wyniki badań analizowano za pomocą (I) różnic między grupami i (II) różnic między etapami. Wskazują one na istotną poprawę umiejętności DST w obu grupach eksperymentalnych na trzech etapach badawczych (p < 0,01). Szybka dynamika rozwoju umiejętności DST wiąże się przede wszystkim z lepszą poprawą umiejętności DST według kryteriów strukturalnych w porównaniu z kryteriami stylistycznymi u wszystkich uczestników (p < 0,01). Zjawisko to wskazuje na konieczność dalszej analizy i zwrócenia większej uwagi na rozwój umiejętności leksykalnych i gramatycznych studentów medycyny. Badani potwierdzili skuteczność metody DST w treningu komunikacyjnym i możliwość jej zastosowania w wyższej edukacji medycznej jako narzędzia rozwoju umiejętności komunikacyjnych.
EN
The article aims at implementing Japanese experience of communication training by means of digital storytelling (DST) at Danylo Halytsky Lviv National Medical University under conditions of COVID-19 quarantine and distance learning. The paper studies and discusses the effectiveness of DST-based training and evaluation technique in the development of communication skills. The research involved 76 first- (N = 38) and second-year medical students (N = 38). The evaluation of DST skills was performed by ten criteria (8 structural, 2 stylistic) and occurred in three stages: introductory, developmental and final. Obtained data were statistically processed and analyzed. The research results were analyzed by (I) differences between groups, and (II) differences between stages. They indicate significant improvement of DST skills in both experimental groups at three research stages (p < 0.01). Rapid developmental dynamics of DST skills is primarily associated with better improvement of DST skills by structural criteria compared to stylistic in all participants (p < 0.01). This phenomenon indicates the requirement for further analysis and paying more attention to the development of lexical and grammar skills of medical students. Thus, the study confirmed the effectiveness of DST method in communication training and feasibility of its implementation in higher medical education as a tool of communication skills development.
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