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The Impacts of a Digital Storytelling Assignment on Non-English-Major-Students' Motivation for Learning English in a Japanese University
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, J. F. Oberlin University, Japan

Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The purpose of this study was to investigate how a digital storytelling assignment affected non-English-major-students’ motivation for learning English. Sixty five university students of Faculty of Information and Communications participated in the course of ‘Information English’. The study goal of the course was to acquire skills and knowledge to present ideas and messages effectively with the use of ICT and English. As a final assignment of the course, students were encouraged to create digital stories to introduce Japanese culture to people abroad. In this research, the impact of the digital storytelling assignment was analyzed based on Keller’s ARCS Model. The findings showed that the digital storytelling assignment might be a potential way to enhance non-English-major-students’ motivation for learning English. Also, the digital storytelling assignment contributed to higher motivation to learn compared to an essay assignment in a traditional style.

Citation

KASAMI, N. (2014). The Impacts of a Digital Storytelling Assignment on Non-English-Major-Students' Motivation for Learning English in a Japanese University. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 1111-1118). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 16, 2019 from .

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