Can digital storytelling enhance learning motivation for EFL students with low proficiency and confidence in English?

Authors

  • Naoko Kasami J. F. Oberlin University

DOI:

https://doi.org/10.4995/eurocall.2021.12754

Keywords:

motivation, low proficiency, English as a Foreign Language (EFL), non-English major

Abstract

The purpose of this study was to investigate the impact of a digital storytelling assignment on English learning motivation of non-English major students with low proficiency and confidence in English in Japan.  The participants of this study were non-English major students in Japan who studied in four courses of English as a Foreign Language (EFL).  Each course was 15 weeks long and was held in the spring and fall terms of 2018. The study goal of the course was to acquire skills and knowledge to present ideas and messages effectively with the use of information communications and technology (ICT) and English. Three (pre-, midterm- and post-) questionnaires were employed to collect the necessary data. The results of the three questionnaires and two tests were received from 65 students.  This research focused on 27 students with low proficiency and confidence in English as determined by the results of the pre-questionnaire and pre-test.  The analysis of the data showed that the digital storytelling assignment could enhance learning motivation for most participants with low proficiency and confidence in English.  Most students with low proficiency and confidence in English in this course also felt confident about conducting a digital storytelling assignment in English. 

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Published

04/20/2021

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Section

Reflective practice papers