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The Use of Digital Storytelling Application in English Language Learning,…
The Use of Digital Storytelling Application in English Language Learning
The effect of using digital storytelling on students’ intrinsic motivation for learning vocabulary
by Tri Jampi Setiyorini
Technique of analyzing data
Technique of analyzing
questionnaire
Technique of analyzing
interview
Data collection
Table 1. The Recapitulation of Students
Extrinsic Motivation
90.91% students learn
vocabulary
English is a
compulsory subjec
68.18% students learn vocabulary.
Being asked by their teacher and their parents
Intrinsic Motivation
Table 2. The Recapitulation of Students’ Questionnaires
Intrinsic Motivation
86.36% students learn vocabulary
Learning vocabulary is pleasant
72.73% students learn vocabulary
They want to know many new words
Extrinsic Motivation
27.27% students learn vocabulary
being asked by their teacher and their parents
63.64% students
students do not learn vocabulary for getting a good score
motivation
Is essential as it dictates a learner's progression in a course, (Panagiotidis et al., 2018)
Intrinsic motivation
identity and sense of well-being of the individual
extrinsic motivation
Learning is done for satisfaction
Research Design
researcher uses a descriptive case study wich is a type of qualitative study
Descriptive case study aims only to present a detailed
contextualized picture of a particular phenomenon
Young ESL Learners’ Perception on the Effects of Using Digital Storytelling Application in English Language Learning
by Leong Chiew Har Amelia* and Mohamad Jafre Zainol Abidin
Objective of the Study
examine the young ESL learners’ perception on the effects of using the digital storytelling
Limitations of the Study
11-year-old learners
in Malaysian primary school
Research Design
qualitative case study.
examine “the characteristics of an individual entity (the young ESL learners) in that entity’s natural occurring situation” (Nunan & Bailey, 2009)
the role of observer as participant y (Bogdan
& Biklen, 2007)
The Tablet-Based Digital Storytelling
Application
multimedia instructional principles of Mayer’s (2001)
processing systems-visua
processing systems-verbal,
Participants
Pilot Study
3 Primary Five learners who were
not involved in the actual study
11-year-old learners
3 different English language proficiency
levels
six young ESL learners
Data Collection
16 observation sessions at one hour per session after school hours
Two semi-structured interview
sessions
(the first interview consisted of 27 questions and the second interview consisted of 31 questions)
Two English language teachers who have at least twenty years of experience in ESL teaching
The benefits and drawbacks of using tablet based digital storytelling in vocabulary learning among malaysian young english as a second language (ESL) learners
By Leong Chiew Har Amelia* and Mohamad Jafre Zainol Abidin
Research Design
Qualitative case study
plays the role of
observer as participant
Nvivo software
Participants
The participants are referred to
as S1, S2, S3, S4, S5 and S6 in this study
intermediate-obtained Grade B, and low-obtained Grade C and below
The Tablet-Based Digital Storytelling Application
Tablet was highly portable and mobile
Tablet provided an interesting and
fun atmosphere for the learning of vocabulary
Benefits
the multimedia elements
motivational
Positive learning experience
Promote indivial learning
Drawbacks
Addictive to the learners
Hazardous to the learner's health
Tablet's baterry lifespan
Excessive usage of application
Limitation on the number of vocabularies
55.45% students still have a lack of motivation to learn vocabulary
31.82 students feel that vocabulary learning is pleasant
