Digital storytelling in an EFL classroom: a digital pathway towards creativity enhancement

Abstract

This dissertation aims to investigate which learning skills can be developed through Digital Storytelling (DS) in an EFL classroom and the find the connection between the use of digital storytelling and the enhancement of students’ creativity based on the aspects of fluency, elaboration, originality, abstractness of titles and persistence to premature closure. Following suggestions by Hong and Cho (2016), a systematic approach to incorporate DS in classroom settings as well as more qualitative and quantitative research are necessary to attain better insights on the how DS contributes in enhancing creativity and understand the reasons behind it. The methodology is based on quasi-experimental research design and involves in-classroom implementation of a series of lessons enhanced by digital stories. The teacher makes use of various internet-based tools to introduce the teaching content and familiarise the students with the use and functionality of digital stories. The students focus on how to use PowToon (www.powtoon.com), a cloud-based software that facilitates the creation of digital stories (animated videos) to demonstrate their learning progress. The data collection follows a mixed method approach and involves the use of Torrance Tests of Creative Thinking (TTCT), journals, progress sheets, semi-structured questionnaires, interviews and reflections; that allow the triangulation of the results and ensure their credibility (Cohen, et al., 2011). The results revealed that students develop memory, self-correction and collaboration skills that contribute in the gradual development of learner autonomy. Moreover, all aspects of creativity (some more than others) appear to be enhanced by digital storytelling because of the variety of mechanisms included in the process of digital story creation.