Literature Review Overview
Since the purpose of my study is to examine how multimodal storytelling affect the writing experience/outcomes of ELLs in a US college Intensive English Program (IEP) and how these multimodal practices implemented by these ELLs affect their identity construction while living and studying in a foreign culture, I am interested in finding out the writing difficulties ELLs have experienced and the non-traditional strategies and interventions that have been implemented on them. In addition, I am going to review literature which studied the application of multimodal storytelling in a variety of settings and spaces such as at school, at home, and in the community. Moreover, I will work on finding literature which utilized …show more content…
Hung, Hwang and Huang (2011) applied a quantitative approach to study the effects of digital storytelling on the experience of project-based learning of Taiwanese EFL students. Results from this quasi-experimental study indicated that project-based learning incorporated with the aspect of digital storytelling engaged students more than the conventional project-based learning activities such as assigning tasks and presenting results. In addition, this innovative approach also enhanced EFL students’ learning motivation, problem-solving ability as well as achievement of learning.
Reyes, Pich and García (2012) studied the usefulness of implementing digital storytelling pedagogically on generation of EFL students’ learning interest and attention as well as on their development of linguistic skills. Researchers found that students’ utilization of linguistic routines had been improved. In addition, results also showed their improved use of various expressions and complex sentence structures to initiate and end a …show more content…
Di Blas & Paolini (2013) claim that digital technology can support and connect students and teachers to go beyond the school boundaries through virtual spaces. Teachers and learners can extend their conversation and work together during after-school hours when they are at home if both of them can access “the world” via Internet.
Flottemesch (2013) investigated the impact of utilizing various modalities in the multimodal storytelling project to capture family stories and establish intergenerational relationships. This study “highlights the process of relationship building and the pedagogical concerns of training students to carry out research using the narrative approach in conjunction with DST in an intergenerational context” (p. 53).
(Need more supportive literature)
Multimodal Storytelling in the Community. Westman (2012) defined digital storytelling as “a new media practice, a consumer and community-led movement, and a textual system” (p. 92). However, more study needs to be conducted on how multimodal storytelling can be used as a useful practice in the community and how the community-bound multimodal practices affect the learning of school students even
Since the purpose of my study is to examine how multimodal storytelling affect the writing experience/outcomes of ELLs in a US college Intensive English Program (IEP) and how these multimodal practices implemented by these ELLs affect their identity construction while living and studying in a foreign culture, I am interested in finding out the writing difficulties ELLs have experienced and the non-traditional strategies and interventions that have been implemented on them. In addition, I am going to review literature which studied the application of multimodal storytelling in a variety of settings and spaces such as at school, at home, and in the community. Moreover, I will work on finding literature which utilized …show more content…
Hung, Hwang and Huang (2011) applied a quantitative approach to study the effects of digital storytelling on the experience of project-based learning of Taiwanese EFL students. Results from this quasi-experimental study indicated that project-based learning incorporated with the aspect of digital storytelling engaged students more than the conventional project-based learning activities such as assigning tasks and presenting results. In addition, this innovative approach also enhanced EFL students’ learning motivation, problem-solving ability as well as achievement of learning.
Reyes, Pich and García (2012) studied the usefulness of implementing digital storytelling pedagogically on generation of EFL students’ learning interest and attention as well as on their development of linguistic skills. Researchers found that students’ utilization of linguistic routines had been improved. In addition, results also showed their improved use of various expressions and complex sentence structures to initiate and end a …show more content…
Di Blas & Paolini (2013) claim that digital technology can support and connect students and teachers to go beyond the school boundaries through virtual spaces. Teachers and learners can extend their conversation and work together during after-school hours when they are at home if both of them can access “the world” via Internet.
Flottemesch (2013) investigated the impact of utilizing various modalities in the multimodal storytelling project to capture family stories and establish intergenerational relationships. This study “highlights the process of relationship building and the pedagogical concerns of training students to carry out research using the narrative approach in conjunction with DST in an intergenerational context” (p. 53).
(Need more supportive literature)
Multimodal Storytelling in the Community. Westman (2012) defined digital storytelling as “a new media practice, a consumer and community-led movement, and a textual system” (p. 92). However, more study needs to be conducted on how multimodal storytelling can be used as a useful practice in the community and how the community-bound multimodal practices affect the learning of school students even