Rationale
There is a strong focus in the LEAD program to develop learners’ oral language skills. There is also a wealth of evidence to suggest that digital oral storytelling is a powerful way for ELLs to develop oral language proficiency (Hur & Suh, 2012; Hwang, Shadiev, Hsu, Huang, Hsu, & Lin, 2016; Kim, 2014; Skinner & Hagood, 2008; Yang & Wu, 2012; Yoon, 2013). More specifically, oral digital storytelling has been shown to have a positive effect on learners with limited English oral skills. Hur and Suh (2012) note that the use of oral digital storytelling technologies are “particularly useful for students who had limited speaking skills” (p. 330). As the learners in the LEAD program are beginning ELLs, digital storying telling is therefore a formidable tool to strengthen oral language skills.
In addition, one of the main objectives in this project plan is collaboration with peers and offering opportunities for students to share their personal narratives with others to identify strengths and ideas for improvement. There is strong evidence to indicate that digital oral storytelling fosters collaboration and peer and teacher feedback. Alameen (2011) found that Web 2.0 technology, namely VoiceThread, afforded learners the opportunity for peer and instructor feedback and to receive feedback from a global audience. Hwang et al. (2016) also found that the use of multimedia web based systems allowed students opportunities to collaborate and provide feedback to peers. Moreover, Nishioka (2016) contends that digital storytelling can help students discuss “problems with peers, communicate using target language in meaning contexts” (p. 40). Yang and Wu (2012) contend that digital storytelling is an “approach for fostering collaborative second language learning in an environment that fosters higher order thinking and learning motivation” (p. 350). Therefore digital storytelling allows students opportunities for collaboration and allows learners to view the work of their peers and provide valuable feedback.
Another important element in this project is helping learners practice, refine and improve their oral speech acts. I have chosen to use Web 2.0 technology to allow learners opportunities to practice and rehearse their narratives so they can identify areas for improvement in a learner centered environment. Kim (2014) notes that “digital storytelling has been widely used to help learners communicate their own stories effectively since it can be a learner-centered activity when the topic is related to their daily life and personal subject matter” (p. 22). Nishioka (2016) found that digital storytelling allowed learners to recognize speech errors and make improvements to their work. Similarly, Hur and Suh (2012) discovered that students were able to enhance speaking skills, correct grammatical mistakes and pronunciation through repeated practice. Digital storytelling also benefits ELLs in developing self-confidence in their speaking skills in a motivational setting (Kim, 2014; Hwang et al. 2016; Yoon, 2012).
Therefore, the use of digital storytelling for beginning ELLs is a persuasive way to develop oral language proficiency in a forum that is learner centered, motivational, and promotes self–confidence. There is also strong evidence that digital storytelling technologies support the objectives of this project, namely, to collaborate with peers and share their narratives to identify areas for improvement, to speak in complete sentences with attention to grammar, pronunciation and vocabulary and to allow for peer and teacher feedback through practice and rehearsal.
In addition, one of the main objectives in this project plan is collaboration with peers and offering opportunities for students to share their personal narratives with others to identify strengths and ideas for improvement. There is strong evidence to indicate that digital oral storytelling fosters collaboration and peer and teacher feedback. Alameen (2011) found that Web 2.0 technology, namely VoiceThread, afforded learners the opportunity for peer and instructor feedback and to receive feedback from a global audience. Hwang et al. (2016) also found that the use of multimedia web based systems allowed students opportunities to collaborate and provide feedback to peers. Moreover, Nishioka (2016) contends that digital storytelling can help students discuss “problems with peers, communicate using target language in meaning contexts” (p. 40). Yang and Wu (2012) contend that digital storytelling is an “approach for fostering collaborative second language learning in an environment that fosters higher order thinking and learning motivation” (p. 350). Therefore digital storytelling allows students opportunities for collaboration and allows learners to view the work of their peers and provide valuable feedback.
Another important element in this project is helping learners practice, refine and improve their oral speech acts. I have chosen to use Web 2.0 technology to allow learners opportunities to practice and rehearse their narratives so they can identify areas for improvement in a learner centered environment. Kim (2014) notes that “digital storytelling has been widely used to help learners communicate their own stories effectively since it can be a learner-centered activity when the topic is related to their daily life and personal subject matter” (p. 22). Nishioka (2016) found that digital storytelling allowed learners to recognize speech errors and make improvements to their work. Similarly, Hur and Suh (2012) discovered that students were able to enhance speaking skills, correct grammatical mistakes and pronunciation through repeated practice. Digital storytelling also benefits ELLs in developing self-confidence in their speaking skills in a motivational setting (Kim, 2014; Hwang et al. 2016; Yoon, 2012).
Therefore, the use of digital storytelling for beginning ELLs is a persuasive way to develop oral language proficiency in a forum that is learner centered, motivational, and promotes self–confidence. There is also strong evidence that digital storytelling technologies support the objectives of this project, namely, to collaborate with peers and share their narratives to identify areas for improvement, to speak in complete sentences with attention to grammar, pronunciation and vocabulary and to allow for peer and teacher feedback through practice and rehearsal.