Digital Storytelling for EFL University Students

Abstract

This study looks at how digital storytelling can be integrated to teach EFL English majors from a university in southern Taiwan. Drawing on the notions of multimodal literacies, activities and tasks were designed to guide students to accomplish a digital storytelling project. The purpose was to provide a context which offers students an opportunity to experience English learning and literacies through the use of multimodal resources such as texts, images, and sounds. Analyses of students’ brainstorming notes, free writing drafts, narratives, videos, and written reflections revealed that such pedagogy helped to improve not only students’ speaking and writing skills but also other abilities such as researching, critical thinking, and digital skills. These results indicate that digital storytelling can be a creative and insightful venue for understanding how multiliteracies can be developed in EFL university classrooms.