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Videoed storytelling in primary education EFL: exploring trainees’ digital shift

  • Pedro Antonio Férez Mora EMAIL logo und Yvette Coyle
Veröffentlicht/Copyright: 17. Mai 2023
International Review of Applied Linguistics in Language Teaching
Aus der Zeitschrift International Review of Applied Linguistics in Language Teaching Band 62 Heft 4

Abstract

This study explores the challenges and benefits primary education EFL trainees (N = 28) reported when designing and videoing a storytelling session originally intended to be conducted offline with young learners. This change of scenario was caused by the COVID-19 crisis. The data for the study were derived from the trainees’ written reflections, focus group interviews, videos of instructional sessions and student-authored multimodal videos, which were explored to interpret trainees’ creative processes while engaged in multimodal composing. The results indicate that trainees hold videoed storytelling to have a similar number of challenges and benefits as face-to-face storytelling. However, two of the reported advantages, enhanced creativity and self-confidence, sit at misconceptions based on trainees’ limited knowledge of the pedagogical potential of multimodal resources. The findings have important educational implications in helping develop a pedagogy of videoed storytelling, while also highlighting the need for teacher training programs to specifically target the development of teachers’ competence in multimodal pedagogy.

Keywords: EFL; multimodality; primary education trainees; videoed storytelling
Corresponding author: Pedro Antonio Férez Mora, University of Murcia, Murcia, Spain, E-mail:

Funding source: Spanish Ministry of Education and Research

Award Identifier / Grant number: PGC2018-095393-B-I00

Appendix: Summary of the LRRH storytelling session

Steps Linguistic contents Socio-critical contents
– Narration scaffolded with acting until the wolf starts knocking on the door of granny’s house – Listening
– Speaking (repeating targeted vocabulary)
– Narration is stopped and activity for young learners to participate (“thought tunnel”) is explained by trainees, now as teachers – Should(n’t)… – Critical thinking (evaluation)
because…
– Speaking
– Narration scaffolded with acting until the wolf is chasing after LRRH and the woodcutter comes to rescue her – Listening
– Speaking (repeating targeted forms)
– Narration is stopped and activity for young learners to participate (freeze frames + thought tapping) is explained/introduced by trainees, now as teachers – Lexis to express feelings + because… – Empathy with characters
– Speaking
– Narration scaffolded with acting until the end of the fairy tale – Listening
– Speaking (repeating targeted forms)
– Final activity: trainees explain/introduce the last activity in which young learners in small groups script an alternative ending for the fairy tale. In this ending LRRH saves herself without the woodcutter’s help – Writing – Critical thinking (analyzing, evaluating and creating)
– Whole class activity in which young learners react to the fact that in fairy tales women tend to be conceived as passive agents – Speaking – Discussing a gender stereotype

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Received: 2022-09-28
Accepted: 2023-04-26
Published Online: 2023-05-17
Published in Print: 2024-11-26

© 2023 Walter de Gruyter GmbH, Berlin/Boston

Artikel in diesem Heft

  1. Frontmatter
  2. Research Articles
  3. “Am I really abroad?” The informal language contact and social networks of Chinese foundation students in the UK
  4. Comprehension of English articles by Korean learners of L2 English and L3 Spanish
  5. Motivation and growth in kanji proficiency: a longitudinal study using latent growth curve modeling
  6. The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners
  7. Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language
  8. The different effects of the ideal L2 self and intrinsic motivation on reading performance via engagement among young Chinese second-language learners
  9. Image-schema-based-instruction enhanced L2 construction learning with the optimal balance between attention to form and meaning
  10. Investigating willingness to communicate in synchronous group discussion tasks: one step closer towards authentic communication
  11. Investigating willingness to communicate vis-à-vis learner talk in a low-proficiency EAP classroom in the UK study-abroad context
  12. Functions, sociocultural explanations and conversational influence of discourse markers: focus on zenme shuo ne in L2 Chinese
  13. The impact of abdominal enhancement techniques on L1 Spanish, Japanese and Mandarin speakers’ English pronunciation
  14. Discourse competence across band scores: an analysis of speaking performance in the General English Proficiency Test
  15. Videoed storytelling in primary education EFL: exploring trainees’ digital shift
  16. Competing factors in SLA: how the CASP model of SLA explains the acquisition of English restrictive relative clauses by native speakers of Arabic and Korean
  17. Factors behind L2 English learners’ performance of oppositional speech acts: a look at pragmatic-related episodes (PREs) during thinking aloud
  18. Revisiting after-class boredom via exploratory structural equation modeling
  19. Exploring aural vocabulary knowledge for TOEIC as a language exit requirement in higher education in Taiwan
  20. Grammatical gender assignment in L3 versus L4 Swedish: a pseudo-longitudinal study
  21. Strategic reading comprehension in L2 and L3: assuming relative interdependence within Cummins’ linguistic interdependence hypothesis
  22. Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement
  23. Learnability of L2 collocations and L1 influence on L2 collocational representations of Japanese learners of English
  24. The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels
  25. “They forget and forget all the time.” The complexity of teaching adult deaf emergent readers print literacy
  26. Exploring the learning benefits of collaborative writing in L2 Chinese: a product-oriented perspective
  27. Investigating the effects of varying Accelerative Integrated Method instruction on spoken recall accuracy: a case study with junior primary learners of French
  28. Testing a model of EFL teachers’ work engagement: the roles of teachers’ professional identity, L2 grit, and foreign language teaching enjoyment
  29. The combined effects of a higher-level verb distribution and verb semantics on second language learners’ restriction of L2 construction generalization
  30. Insights from an empirical study on communicative functions and L1 use during conceptual mediation in L2 peer interaction
  31. On the acquisition of tense and agreement in L2 English by adult speakers of L1 Chinese
https://doi.org/10.1515/iral-2022-0191
Schlagwörter für diesen Artikel
EFL; multimodality; primary education trainees; videoed storytelling

Artikel in diesem Heft

  1. Frontmatter
  2. Research Articles
  3. “Am I really abroad?” The informal language contact and social networks of Chinese foundation students in the UK
  4. Comprehension of English articles by Korean learners of L2 English and L3 Spanish
  5. Motivation and growth in kanji proficiency: a longitudinal study using latent growth curve modeling
  6. The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners
  7. Domain-general grit and domain-specific grit: conceptual structures, measurement, and associations with the achievement of German as a foreign language
  8. The different effects of the ideal L2 self and intrinsic motivation on reading performance via engagement among young Chinese second-language learners
  9. Image-schema-based-instruction enhanced L2 construction learning with the optimal balance between attention to form and meaning
  10. Investigating willingness to communicate in synchronous group discussion tasks: one step closer towards authentic communication
  11. Investigating willingness to communicate vis-à-vis learner talk in a low-proficiency EAP classroom in the UK study-abroad context
  12. Functions, sociocultural explanations and conversational influence of discourse markers: focus on zenme shuo ne in L2 Chinese
  13. The impact of abdominal enhancement techniques on L1 Spanish, Japanese and Mandarin speakers’ English pronunciation
  14. Discourse competence across band scores: an analysis of speaking performance in the General English Proficiency Test
  15. Videoed storytelling in primary education EFL: exploring trainees’ digital shift
  16. Competing factors in SLA: how the CASP model of SLA explains the acquisition of English restrictive relative clauses by native speakers of Arabic and Korean
  17. Factors behind L2 English learners’ performance of oppositional speech acts: a look at pragmatic-related episodes (PREs) during thinking aloud
  18. Revisiting after-class boredom via exploratory structural equation modeling
  19. Exploring aural vocabulary knowledge for TOEIC as a language exit requirement in higher education in Taiwan
  20. Grammatical gender assignment in L3 versus L4 Swedish: a pseudo-longitudinal study
  21. Strategic reading comprehension in L2 and L3: assuming relative interdependence within Cummins’ linguistic interdependence hypothesis
  22. Incidental collocational learning from reading-while-listening and the impact of synchronized textual enhancement
  23. Learnability of L2 collocations and L1 influence on L2 collocational representations of Japanese learners of English
  24. The use of interlanguage pragmatic learning strategies (IPLS) by L2 learners: the impact of age, gender, language learning experience, and L2 proficiency levels
  25. “They forget and forget all the time.” The complexity of teaching adult deaf emergent readers print literacy
  26. Exploring the learning benefits of collaborative writing in L2 Chinese: a product-oriented perspective
  27. Investigating the effects of varying Accelerative Integrated Method instruction on spoken recall accuracy: a case study with junior primary learners of French
  28. Testing a model of EFL teachers’ work engagement: the roles of teachers’ professional identity, L2 grit, and foreign language teaching enjoyment
  29. The combined effects of a higher-level verb distribution and verb semantics on second language learners’ restriction of L2 construction generalization
  30. Insights from an empirical study on communicative functions and L1 use during conceptual mediation in L2 peer interaction
  31. On the acquisition of tense and agreement in L2 English by adult speakers of L1 Chinese
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