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Enhancing Vocabulary and Writing Skills through Digital Storytelling in Higher Education
ARTICLE

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Journal of Educational Technology Volume 14, Number 3, ISSN 0973-0559

Abstract

The purpose of this study was to examine the benefits of using Digital Storytelling (DST) in language classes in higher education. The study also aims to explore the appropriate classroom activities which assist language teaching and learning. The thirteen-week study adopted a pretest and posttest quasi-experimental design involving a group of 20 postgraduate students and research scholars in two English classes. Qualitative data were collected, questionnaire responses for learning, as well as recordings of student interviews for evaluating the effectiveness of DST in learning. Descriptive analysis and qualitative content analysis was used for evaluating the obtained data. Our findings indicate that DST is happy with DST and they feel they learned a lot from DST, especially their written skills and enhanced the high level of vocabulary.

Citation

Tajeri, M., Syal, P. & Marzban, S. (2017). Enhancing Vocabulary and Writing Skills through Digital Storytelling in Higher Education. Journal of Educational Technology, 14(3), 40-48. Retrieved April 18, 2019 from .

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Cited By

  1. High Impact Practices in Digital Media Communication Undergraduate Capstone Experiences: Navigating Digital Story Telling and Client Expectations

    Mark Piwinsky, Indiana University of Pennsylvania, United States; Lacey Fulton, Clarion University, United States; Sarah Everett, Emily Ortiz & Donald Winzer, Indiana University of Pennsylvania, United States

    Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 619–624

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