Publication: Videoed storytelling in primary education EFL: exploring trainees’ digital shift
Authors
Férez Mora, Pedro Antonio ; Coyle Balibrea, Yvette
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Publisher
De Gruyter
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DOI
https://doi.org/10.1515/iral-2022-0191
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info:eu-repo/semantics/article
Description
Accepted version
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.
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Citation
International Review of Applied Linguistics in Language Teaching, 2023, Vol 62, Issue 4
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