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Complexity and dynamicity of EFL learners' multi-dimensional engagement in digital storytelling tasks: an exploratory case study.

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Title: Complexity and dynamicity of EFL learners' multi-dimensional engagement in digital storytelling tasks: an exploratory case study.
Authors: Peng, Hongying1 gloria_phy@163.com, Jager, Sake2, Lowie, Wander2
Source: Language Learning Journal. Dec2024, Vol. 52 Issue 6, p694-709. 16p.
Subject Terms: *English as a foreign language, Digital storytelling
Abstract: Digital storytelling (DS) has increasingly been incorporated as a pedagogical tool to engage EFL learners for active language learning. However, little is known about how EFL learners make self-initiated use of multifarious resources available to them for engaging in the DS practice behaviourally, cognitively, affectively and socially. This 10-month-long study, informed by a dynamic and holistic approach, focused on an in-depth exploration of the dynamics and underpinning mechanisms of EFL learner engagement with the DS practice, as well as the alignment between their engagement and writing performance. Data were collected from multiple sources including learning journals, semi-structured interviews and DS products, and analysed using qualitative and quantitative techniques. Results revealed structural and temporal patterns regarding EFL learners' behavioural, cognitive, social and affective DS engagement, which were found largely attributable to various individual and contextual factors. Also prominent in our observation were marked individual differences in terms of the patterns, processes and outcomes (in the form of writing development) of learners multifacetedly engaging in the DS practice. Pedagogical suggestions accommodating the dynamic, multifaceted and individual nature of learner engagement are provided for the design and implementation of DS-based tasks. [ABSTRACT FROM AUTHOR]
Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Complexity and dynamicity of EFL learners' multi-dimensional engagement in digital storytelling tasks: an exploratory case study.
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  Data: <searchLink fieldCode="JN" term="%22Language+Learning+Journal%22">Language Learning Journal</searchLink>. Dec2024, Vol. 52 Issue 6, p694-709. 16p.
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  Data: Digital storytelling (DS) has increasingly been incorporated as a pedagogical tool to engage EFL learners for active language learning. However, little is known about how EFL learners make self-initiated use of multifarious resources available to them for engaging in the DS practice behaviourally, cognitively, affectively and socially. This 10-month-long study, informed by a dynamic and holistic approach, focused on an in-depth exploration of the dynamics and underpinning mechanisms of EFL learner engagement with the DS practice, as well as the alignment between their engagement and writing performance. Data were collected from multiple sources including learning journals, semi-structured interviews and DS products, and analysed using qualitative and quantitative techniques. Results revealed structural and temporal patterns regarding EFL learners' behavioural, cognitive, social and affective DS engagement, which were found largely attributable to various individual and contextual factors. Also prominent in our observation were marked individual differences in terms of the patterns, processes and outcomes (in the form of writing development) of learners multifacetedly engaging in the DS practice. Pedagogical suggestions accommodating the dynamic, multifaceted and individual nature of learner engagement are provided for the design and implementation of DS-based tasks. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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