Digital stories through Windows Movie Maker: A tool to improve writing in English
DOI:
https://doi.org/10.18041/1900-3803/entramado.1.6083Keywords:
Writing, digital stories, EnglishAbstract
Writing is one of the four communicative skills that must be practiced inside the classroom; however, due to its nature and considering that writing is a process, it cannot be properly developed on certain occasions. This action research took place in a public school in the Bio Bio region - Chile. The participants of this study were 19 seventh grade students, and an intervention sequence was conducted to improve students’ writing skill in English, by producing short digital stories using Windows Movie Maker. A writing task was developed by the students and assessed with an analytic rubric at the beginning and end of the intervention. The results were compared using the Wilcoxon test in order to determine if there were statistically significant differences. In addition, a perceptions questionnaire was applied to identify students’ thoughts about the intervention. Regarding the results, it can be stated that this intervention not only helped to improve the students’ performance when writing in English, but also contributed to generate a positive impression when they had to face writing tasks.
Downloads
References
AWADA, Ghada. Relative Impact of Windows Movie Maker Journaling on Writing Proficiency and Apprehension. En: Arab World English Journal. Enero, 2014. Vol. 5, no.3, p. 31-44. https://www.researchgate.net/publication/274637947_Relative_Impact_of_Windows_Movie_Maker_Journaling_on_Writing_Proficiency_and_Apprehension
BANDI-RAO, Shoba, y SEPP, Mary. Designing a Digital Story Assignment for Basic Writers Using the TPCK Framework. En: Journal of Basic Writing. 2014. Vol. 33, no. 1, p. 103-123. https://files.eric.ed.gov/fulltext/EJ1139833.pdf
BISQUERRA, Rafael. Métodos de investigación educativa. 1 ed. Barcelona: CEAC, 1989.
BROWN, Douglas. Teaching by principles: an interactive approach to language pedagogy. 2 ed. Londres: Longman, 2001.
BRUNO, Inês, y SANTOS, Leonor. Written comments as a form of feedback. En: Studies in Educational Evaluation, Septiembre, 2010. Vol. 36, no. 3, p. 111-120. https://doi.org/10.1016/j.stueduc.2010.12.001
CÁCERES, Pablo. Análisis cualitativo de contenido: una alternativa metodológica alcanzable. En: Psicoperspectivas. 2003. Vol. 2, p. 53-82. http://www.psicoperspectivas.cl/index.php/psicoperspectivas/article/viewFile/3/3
CHAN, Banny, CHURCHILL, Daniel, y CHIU, Thomas. Digital Literacy Learning In Higher Education Through Digital Storytelling Approach. En: Journal of International Education Research. Junio, 2017. Vol. 13, no. 1, p. 1-16. https://files.eric.ed.gov/fulltext/EJ1144564.pdf
CHILE. MINISTERIO DE EDUCACIÓN. Idioma Extranjero: Inglés Programa de estudio séptimo básico. Decreto Exento Mineduc N° 628/2016 (2016). https://www.curriculumnacional.cl/614/articles-20550_programa.pdf
CRESPO, Any y PINTO, Eva. El Desarrollo de la Escritura en Inglés en la Educación Secundaria: una misión posible. En: Revista Multidisciplinaria Dialógica. Julio-Diciembre, 2016. Vol. 13, no. 2, p. 28-53. https://dialnet.unirioja.es/servlet/articulo?codigo=6219285
ELLIOT, John. La investigación-acción en educación. 1 ed. Madrid: Ediciones Morata. 1990.
GARRETTY, Cynthia. Digital storytelling: an emerging tool for student and teacher learning. En: Retrospective Theses and Dissertations, 2008. Vol. 68, no. 3. https://doi.org/10.31274/rtd-180813-16984
KVALE, Steinar. Interviews: An Introduction to Qualitative Research Interviewing. California: SAGE Publications. 1996. 326p.
LÓPEZ, Ignacio, y PITA, Salvador. Medidas de concordancia: el índice Kappa. En: Cad Aten Primaria. 1999. Vol. 6, p. 169-171. http://fisterra.com/mbe/investiga/kappa/kappa2.pdf
MCKERNAN, James. Investigación y currículum. 2 ed. Madrid: Ediciones Morata. 2001.
MCMILLAN, James, y SCHUMACHER, Sally. Investigación Educativa. 5 ed. Madrid: Pearson Addison Wesley. 2005.
PANCA, Pertiwi, y NURJANAH, Sati. Implementation of Project Based Learning Model with Windows Movie Maker Media in Improvement of Short Story Writing. En: Journal of Education, Teaching and Learning. Marzo, 2017. Vol. 2, no. 1, p. 164-167. https://www.researchgate.net/publication/319572921_Implementation_of_Project_Based_Learning_Model_with_Windows_Movie_Maker_Media_in_Improvement_of_Short_Story_Writing
PARR, Judy, y TIMPERLEY, Helen. Feedback to writing, assessment for teaching and learning and student progress. En: Assessing Writing. 2010. Vol. 15, no. 2, p. 68–85. https://doi.org/10.1016/j.asw.2010.05.004
ROBIN, Bernard. The Power of Digital Storytelling to Support Teaching and Learning. En: Digital Education Review. Diciembre, 2016. Vol. 30. https://files.eric.ed.gov/fulltext/EJ1125504.pdf
SHELBY-CAFFEY, Crystal, ÚBÉDA, Edwin, y JENKINS, Bethany. Digital Storytelling Revisited: An Educator’s Use of an Innovative Literacy Practice. En: Reading Teacher. Noviembre, 2014. Vol. 68, no.3, p. 191-199. https://www.learntechlib.org/p/155775/.
SMEDA, NAJAT, DAKICH, Eva, y SHARDA, Nalin. The effectiveness of digital storytelling in the classrooms: A comprehensive study. En: Smart Learning Environments. Diciembre, 2014. p.1-21. https://slejournal.springeropen.com/track/pdf/10.1186/s40561-014-0006-3
STAGG, Shelley. Improving Student Writing Using Feedback as a Teaching Tool. En: The Literacy and Numeracy Secretariat. Octubre, 2010. p. 1-4. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Improving_Student_Writing.pdf
TAHRIRI, Abdorreza, DANAYE, Maryam, y MOVAHEDFAR, Solmaz. The Impact of Digital Story telling on EFL Learners’ Oracy Skills and Motivation. En: International Journal of Applied Linguistics & English Literature. Mayo, 2015. Vol. 4, no. 3. P. 144-152. http://www.journals.aiac.org.au/index.php/IJALEL/article/view/1321/1309
UR, Penny. A course in language teaching. Cambridge: Cambridge University Press.2009.
WANG, Shuyan, y ZHAN, Hong. (2010). Enhancing Teaching and Learning with Digital Storytelling. En: International Journal of Information and Communication Technology Education. 2010. Vol. 6, no. 2. p.76-87. https://www.semanticscholar.org/paper/Enhancing-Teaching-and-Learning-with-Digital-Wang-Zhan/0361b8227774ff123e270cdba832778e2d24b3b7
YILORM, Yasna. Proceso de enseñanza aprendizaje de la lengua inglesa en escuelas públicas chilenas: ¿Producción o reproducción?. En: Estudios pedagógicos. 2016. Vol. 42(especial). p. 103-116. https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0718-07052016000300009
