Digital storytelling as a disciplinary literacy enhancement tool for EFL students
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Digital storytelling as a disciplinary literacy enhancement tool for EFL students Nadezhda Chubko1 · Julia E. Morris1 · David H. McKinnon1 · Eileen V. Slater1 · Geoffrey W. Lummis1 Accepted: 28 September 2020 © The Author(s) 2020
Abstract This research compared the process of disciplinary literacy acquisition of students who experienced two different pedagogical approaches to learning science, technology, engineering and mathematics through astronomy (STEM-A). The objective of this study was to explore the impact of a digital storytelling (DST) educational technology intervention in a STEM-A context on the process of disciplinary literacy acquisition of students who were learning English as a foreign language (EFL). The research was designed as a type IV case study with a sample of 30 students from Kyrgyzstan aged between 12 and 16 years. Data were collected from written responses to the astronomy diagnostic tests (ADT), which were coded against the structure of the observed learning outcomes (SOLO) and analysed using the analysis of variance (ANOVA) with repeated measures on the occasion of testing. Data from the Australian sample, native speakers of English, (N = 328) were used as a baseline. The results showed a positive effect of the DST intervention on EFL students’ astronomy disciplinary literacy acquisition. The research contributes to the body of knowledge on educational technology by exemplifying how the DST teaching intervention could bridge the gap between EFL and non-EFL students’ disciplinary literacy acquisition in STEM areas. Keywords Astronomy · Digital storytelling (DST) · Disciplinary literacy · English as a foreign language (EFL) · Science · technology · engineering and mathematics (STEM) · Videomaking
* Nadezhda Chubko [email protected]; [email protected] Julia E. Morris [email protected] David H. McKinnon [email protected] Eileen V. Slater [email protected] Geoffrey W. Lummis [email protected] 1
School of Education, Edith Cowan University, Perth, Australia
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Introduction Whereas reported educational statistics show a gap between non-native (EFL) and native (non-EFL) English speakers’ literacy and numeracy test performance (Department of the Prime Minister and Cabinet 2018; National Assessment Program 2015; The Nation’s Report Card 2015), recent research in linguistics underscores the misleading nature of such comparisons. While native speakers as a group usually outperform non-native speakers (Somers 2017; Fleckenstein et al. 2016), there is high intragroup variability (Dąbrowska 2019; Hulstijn 2019). EFL students’ proficiency in social, economic and academic English literacy makes them competitive against native English speakers in the global job market (Fleckenstein et al. 2016). Consequently, most of the differences in academic performance observed in both native and EFL speakers can be attributed to education (Dąbrowska 2019). This research sought to explore pedagogical practices that could bridge the gap in native and EFL spea
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