A Study of Implementing Digital Storytelling Project into the Advanced Chinese Course for Chinese Heritage Students
Student:
Lin, Su-Ching
Advisor:
Chi, Wan-Hsian
Publication Year:
2013
Title (CH):
「數位說故事專案」 融入華文課堂之研究- 以國立暨南國際大學高級僑生華文班為例
Title:
A Study of Implementing Digital Storytelling Project into the Advanced Chinese Course for Chinese Heritage Students
Digital Storytelling (DST) refers to the idea of combining the art of telling stories on a specific topic with a variety of digital multimedia, such as images, audio, and video. DST can fit into a variety of teaching methodologies and can be integrated into many curricular areas. The benefit of implementing DST in class is that it allows students to improve their understanding of the subject area, language skills, technical skills, and provides a higher level of thinking skills and presentation skills. In this study, the researcher designed a teaching project called “Digital Storytelling Project”. This was then combined with “community culture”, “technology” and “constructivist learning theory”. This project was applied into the advanced Chinese class, which was specifically designed for the Chinese heritage students in National Chi Nan University.
The purpose of this project was to understand the learning effectiveness and the feasibility of the project implementation. Student-centered learning, cooperative learning and hands-on learning are the teaching philosophies of this project. Class observation, students’ assignments, questionnaires and interviews are the methods used in collecting the research data. The research resulted in the following findings:
(1) The project had a positive impact on students’ language learning and provided good language training in developing students’ listening, speaking, reading and writing skills. (2) The project helped students to gain a better understanding of the subject area, and it helped students to increase their higher level thinking ability, reflective thinking ability, learning interest and self-confidence. (3) The project effectively achieved the goals of Standards for Foreign Language Learning (5C). Students were able to communicate in “real life” situations and community, develop a better understanding of the target language and its cultures, use the target language to learn the other subject content, and through comparisons they were able to learn the similarities and differences between the target language and their native language.
According to the results of the research, implementation of “Digital Storytelling Project” in advanced heritage Chinese course was feasible and it had a positive impact on students’ language and culture learning.
The purpose of this project was to understand the learning effectiveness and the feasibility of the project implementation. Student-centered learning, cooperative learning and hands-on learning are the teaching philosophies of this project. Class observation, students’ assignments, questionnaires and interviews are the methods used in collecting the research data. The research resulted in the following findings:
(1) The project had a positive impact on students’ language learning and provided good language training in developing students’ listening, speaking, reading and writing skills. (2) The project helped students to gain a better understanding of the subject area, and it helped students to increase their higher level thinking ability, reflective thinking ability, learning interest and self-confidence. (3) The project effectively achieved the goals of Standards for Foreign Language Learning (5C). Students were able to communicate in “real life” situations and community, develop a better understanding of the target language and its cultures, use the target language to learn the other subject content, and through comparisons they were able to learn the similarities and differences between the target language and their native language.
According to the results of the research, implementation of “Digital Storytelling Project” in advanced heritage Chinese course was feasible and it had a positive impact on students’ language and culture learning.