It is when readers engage with a literary text to become involved in events, settings, actions, consequences, characters, atmosphere, feelings, and ideas, and to enjoy language itself.
Published in Chapter:
Using Digital Storytelling as a Tool for Reflection in the Libyan EFL Literature Classroom
Fatma Abubaker (University of Glasgow, UK) and Hana A. El-Badri (University of Benghazi, Libya)
Copyright: © 2022
|Pages: 24
DOI: 10.4018/978-1-6684-4205-0.ch009
Abstract
Reflection in learning is recognized as a desirable learner attribute that can increase deep learning. With the advancements in digital technologies, there is intense interest in higher education to explore potential digital tools for fostering reflection. This study investigates the impact of using digital storytelling (DST) as a reflective tool for understanding short stories in the Libyan English as a foreign language (EFL) classroom. The study documents the production of six digital stories (DSs) by six EFL university students to reflect on their understanding of a short story (“The Necklace”). Using reflective journals, the produced DSs, and interviews, students' experiences of using DST were documented. Findings suggest that DST promotes students' engagement, critical thinking, and creativity. Findings also reveal that the quality of the reflection is influenced by the level of meaning-making represented in the storytelling process. Implications provide evidence in support of DST as a learner-centered approach.