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CYBERNATED STORYTELLING: REVITALISING STORYTELLING ACTIVITIES FOR SECONDARY SCHOOL STUDENTS

100%
Rosli R. M., Idrus F.
Teaching English with Technology
|
2017
|
vol. 17
|
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
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Les pratiques innovatrices en classe de langues. L’édition et la production des films dans l’enseignement de FLE

87%
Kotula K.
Studia Romanica Posnaniensia
|
2014
|
vol. 41
|
issue 3
47-61
EN
Even if language teachers regularly rely on audio-visual resources, fi lm making and editing is still considered as an avant-garde teaching approach. Its potential lies in the fact that it allows the role of the student to shift from refl ective viewer to knowledgeable content producer. In this article, we will present the results of a research conducted among 36 learners of French attending the same secondary school. The study had three major goals. Primarily, it was to indicate students’ general perception of video-editing activities, i.e. to determine whether learners really consider this type of tasks as interesting and profi table. The second aim of the research was to fi nd out whether opinions of people coming across this kind of tasks for the fi rst time would be divergent with the statements made by those who benefi t from it regularly during foreign language classes. Finally, another important goal of the research was to indicate whether variables such as gender, length of foreign language instruction, profile, as well as pupils’ general views on the nature of second language learning and the self-perception of their language abilities can have an impact on their video-editing activities perception.
PL
Even if language teachers regularly rely on audio-visual resources, fi lm making and editing is still considered as an avant-garde teaching approach. Its potential lies in the fact that it allows the role of the student to shift from refl ective viewer to knowledgeable content producer. In this article, we will present the results of a research conducted among 36 learners of French attending the same secondary school. The study had three major goals. Primarily, it was to indicate students’ general perception of video-editing activities, i.e. to determine whether learners really consider this type of tasks as interesting and profi table. The second aim of the research was to fi nd out whether opinions of people coming across this kind of tasks for the fi rst time would be divergent with the statements made by those who benefi t from it regularly during foreign language classes. Finally, another important goal of the research was to indicate whether variables such as gender, length of foreign language instruction, profile, as well as pupils’ general views on the nature of second language learning and the self-perception of their language abilities can have an impact on their video-editing activities perception.
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