Publicação

Producing digital storytelling to improve foreign language learning: a multimodal and intersemiotic approach

Detalhes bibliográficos
Resumo:	This paper reports the findings of a case study conducted on a 6th level classroom in a formal learning setting during the school year 2009/2010. The study aimed to contribute to a deeper understanding of the real potential of digital storytelling as a learning multimodal methodology. Several research instruments were developed for data gathering: two questionnaires; a focus group interview; a grid to evaluate the written productions; a grid to evaluate the digital stories and a diary to write the observations made in the classroom. The results evidenced that the building of digital stories created a student-centred learning environment that is better suited to the development of the students’ writing skills than the regular learning environment. The learning experience has also strengthened students’ engagement and satisfaction in the learning process.
Autores principais:	Jesus, Anabela Gomes de
Outros Autores:	Carvalho, Ana Amélia Amorim
Assunto:	Digital storytelling FLL Multimodal Intersemiotic
Ano:	2011
País:	Portugal
Tipo de documento:	comunicação em conferência
Tipo de acesso:	acesso aberto
Instituição associada:	Universidade do Minho
Idioma:	inglês
Origem:	RepositóriUM - Universidade do Minho

Descrição
Resumo:	This paper reports the findings of a case study conducted on a 6th level classroom in a formal learning setting during the school year 2009/2010. The study aimed to contribute to a deeper understanding of the real potential of digital storytelling as a learning multimodal methodology. Several research instruments were developed for data gathering: two questionnaires; a focus group interview; a grid to evaluate the written productions; a grid to evaluate the digital stories and a diary to write the observations made in the classroom. The results evidenced that the building of digital stories created a student-centred learning environment that is better suited to the development of the students’ writing skills than the regular learning environment. The learning experience has also strengthened students’ engagement and satisfaction in the learning process.