Mt. San Antonio College ESL Department Student Teacher ... · digital storytelling engages English language learners in creating, using, and perfecting all of their emerging language

Mt. San Antonio College ESL Department

Student Teacher Action Research (STAR) Digital Storytelling

Fall 2017 - Spring 2018

Marina McLaughlin & Rita Van Dyke-Kao

I. Project Background The Digital Storytelling Student Teacher Action Research (STAR) group observed that although our ESL students have a wealth of life experience and knowledge, teachers don’t often draw upon our students’ lived experience and knowledge in a substantive way. The ESL classroom can often unwittingly become impersonal through a lack of emotional content and a lack of social connection, whether this be from teachers’ unwillingness to stray from the textbook, or from pressure to “teach to the test.” We also noticed that our students are often passive users of technology, and many students do not view technology as a tool that is available for them to develop their own creative content. As a result, students’ agency as learners and their socio-emotional reality may not be fully developed or even recognized, and teachers might fall prey to the idea that ESL students are deficient in some way. Already marginalized in the larger culture, this deficit thinking directed towards English language learners is often unconsciously carried over into the classroom by teachers and students alike. The deficit model does great harm to students’ self-concept as English language learners and negatively affects their learning. English language learners need to know that their thoughts, stories, voices, and images are important and valued. Moreover, given the opportunity to share their own story in their own developing English voice, they will possibly feel a deep sense of belonging and connection as they share meaningful life experiences with their classroom community. As a result, the Digital Storytelling STAR project group began to think of ways in which to provide opportunities for students to share meaningful and authentic experiences in their lives. We sought to investigate whether digital stories could offer a way for students to develop and express themselves in English in more complex ways, and in so doing, increase their agency in the ESL classroom and beyond. Ultimately, we wanted to know if digital storytelling could wake students up to the power of their own English voice by moving them through the process of creating and sharing a digital story that was grounded in their own personal, lived experience. II. Literature Review The literature on this topic informed and inspired our STAR project group about the transformative and powerful pedagogy of digital storytelling. Alexander fleshes out the power of digital storytelling by emphasizing the transformative nature of the digital storytelling creative

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experience. He reports that participants regularly feel that their relationship to media, technology, memory, and even themselves is revitalized or defamiliarized, or “made fresh again” (Alexander, 2011, 24). Although technology can sometimes seem uninspiring and alienating because it is often highly specialized, storytelling, on the other hand, is a nearly universal element of human culture that has inspired people for millennia (Alexander, 2011). He emphasizes that stories necessarily have emotional engagement and meaning, and this is generated by expressing some type of struggle, problem, or friction in the story. As a result, storytelling allows us to understand complex subjects, and the process of creating a digital story can help us make sense of a cognitive domain. The process also elicits deep engagement on the part of students; digital storytellers become absorbed in the process of digging deeper into their subject, thinking more complexly about it, and communicating what they have learned in a creative way. This mode of learning is in contrast to much of modern academic culture, which is largely driven by argumentative writing (Alexander, 2011). Rance-Roney likewise argues that digital storytelling engages English language learners in creating, using, and perfecting all of their emerging language skills in “remarkable synergy” (Rance-Roney, 2008, 29). Digital storytelling holds not only great power for language acquisition and practice, it also fosters critical thinking and allows students to become aware of the power of their own voice. Lambert stresses that digital storytelling is essentially democratic in that it celebrates any person who has a story to tell of overcoming obstacles, barriers, or challenges. Every person has a potential for sharing insight, wisdom, and for teaching us a little more about what it means to be human (2013). Storytelling offers a different and powerful approach to learning because it is deeply affective and personal, and it allows students to ground learning in their own lives. Lambert also notes that the typical modern, passive consumer is almost never disconnected to a stream of continuous media in our ubiquitous screen culture. But storytelling in the 21st century social media landscape allows people to express themselves actively through this digital media. Lambert is the director of the Center for Digital Storytelling, and the seven components that he recommends for creating an effective digital stories are as follows: Self Revelatory (Owning Your Insights); Personal or First Person Voice (Owning Your Emotions); Lived Experience (Finding the Moment); Images (Seeing Your Story); Soundtrack (Hearing Your Story); Brief 2-3 Minute Story (Assembling Your Story); Process over Product (Sharing Your Story). Robin also challenges teachers to use digital storytelling as a way to introduce technology during class time. The Technological Pedagogical Content Knowledge (TPCK) model suggests the importance of integrating content, pedagogy, and technology as an alternative means of instruction. This method of teaching can be motivating to both students and teachers (Robin, 2008). Additional research for this STAR project included research literature on journaling and pronunciation and identity in the adult ESL classroom. We used journaling extensively for this action research project, and we also focussed on student’s pronunciation. Larotta talks about

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responding to students’ journal entries, thus creating dialogues in the classroom. She explains that this allows students to lose the fear of writing and allows for reflection questions to be asked afterwards to gather feedback from students. These journal entries also allowed students to develop emotion and caring for those outside their own experiences, and provided a stepping point to create relationships within the classrooms (Larotta, 2009). With regard to pronunciation, although many second language speakers may be concerned with accent reduction and achieving native-like pronunciation in their second languages, some students fear that not having an accent would contribute to a complete loss in identity. McCrocklin and Link asked students actively participating in ESL classes about their attitudes towards native-like accents, if they held a fear of acquiring such an accent, and what type of link the students perceived between their accents and their L2 identities. The results included 13 participants out of 78 who said that they strongly agreed to the question, “I like it when people recognize my accent and native language when speaking English,” whereas only 5 strongly disagreed (2016). III. Research Methodology Research Question: Does digital storytelling empower students to develop and express their English voice while increasing their agency in the ESL classroom? This study consisted of students from the morning Levels 4-5 with 2 control classes, also from the morning Levels 4-5. The materials used included pre and post surveys, a writing prompt with 4 questions, tutoring accountability slips for writing and speaking, Mt. San Antonio College’s Language Learning Center (LLC) for 1-on-1 tutoring in writing editing and pronunciation, a computer lab, iPads and smartphones, iMovie and other video editing applications, a storyboarding website and application named Padlet, and a series of questions for a final reflective journal. The project was designed around a 13 week timeline. During weeks 1-4, a weekly writing narrative was collected by topics of our choice. By week 5, students were given the opportunity to choose one topic that they wanted to share with other students in the classroom through a video narrative. Students then had 2 weeks to visit the LLC for 1-on-1 tutoring in writing editing where they had to get a signature from the tutor with topics covered and recommendations. A similar format was followed for pronunciation assistance at the LLC to finalize the story that would be recorded as audio and implemented in the final video production. The aforementioned activity was also given 2 weeks time to complete. Additionally, a speaking test focused solely on memorization and pronunciation was administered by the Level 4 class. Finally, weeks 9-11 were spent in the computer labs gathering pictures, videos and audios that exemplified the individual stories of each student. Audio recordings of the stories were also performed on the video editing applications. The media was then collected using Padlet which was used as a storyboarding tool and a method of organization. All the media was then saved to phone and tablet devices to be uploaded to the video editing application. The culmination of the projected ended during weeks 12 and 13 where the Level 4 and 5 students

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were able to share and watch each other’s video projects. A scoring rubric was used by the Level 5 class measuring various constructs from the resulting videos. Lastly, a reflective journal was then gathered upon completion of the entirety of the project and an awards ceremony with a participatory certificate was given to each student. IV. Data Analysis Pre Surveys - 49 Responses Post Surveys - 50 Responses

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A noticeable increase in between pre and post were in the areas of 1-2 times a month and Once a week when it came to the students answers in How often do you use English to write about your life? The first increase was from 6 to 20 percent and the second increase was from 15 to 16 percent. There were little to no changes observed in How often do you tell stories in English? I’m a good storyteller in my native language saw an increase in the 75% Usually response which went from 21 to 31 percent. Also, Never decreased from 6 to 4 percent. I’m a good storyteller in English saw the most change in the 75% usually response with a change from 4% to 29% We saw little to no changes in I use accurate pronunciation in English and a greater change in How often do you practice your pronunciation? The latter showed increased in both the 25% Rarely (from 13 to 22 percent) and the 50% Sometimes (from 27 to 49 percent). Control Group Pre and Post Surveys

Control Pre Surveys - 51 Responses Control Post Surveys - 43 Responses

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In the control group, there was an increase in I use accurate pronunciation in English of 7 percent for the 50% Sometimes category. All other responses didn’t show any noticeable improvements.

A. Reflective Journals Students were asked the following questions to use in their reflective journals: 1. Did the digital story help you improve your English? 2. Did this Project increase your confidence in using English to tell a story? 3. How did you feel while sharing your personal story and life experiences? 4. How did you feel watching others students’ digital stories? 5. Do you think you will use the video editing skills you learned in the future? 6. What do you think about using technology in the classroom? Level 4 Students “This project increased my confidence in using English to tell a story. When I made this project, I have to memorize my article, read fluently and exercise correct pronunciation. While sharing my personal story and life experiences, I felt a good mood. Because my pronunciation is better...I think I will use the video editing skill I learned in the future. When I finished my story project, I used the video editing about my daughter's’ life with chinese to my parents. Next week we have a class party. I think about using technology to make a party video in the classroom. This party video can conserve our beautiful faces and our delicious food. It’s a good idear.” (Yanhui Ge)

“The digital story proyect helped me a lot to improve my English in many ways I learn new vocabulary that before I didn’t understand, this proyect also increaced my confidence in using English to tell a story because before I couldn’t tell a story speaking in English I was scared to tell wrong the grammar...When I did my story I didn’t know that we’ll shared with all, so I felt woried then I thought that all of us had some obstacles in our lives so that why I chose that story

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and felt more confident. Then when I watched the other student’s stories I felt good becaue all of us worked so hard.” (Adriana Ontiveros)

“‘Can I do it’ I used to ask myself more and more times. I didn’t have any confidence to make the digital video at the first time. Without any making experiences I wanted to give up at a moment. My teacher, Marina showed us many video examples, and my son thought me how to make it. Steph by step, I took a long time to finish the work. Amazing and unbelievable! My English skill has improved in the daily practice. I’m so exciting to share my life in the digital story for others. Even thought it’s realy not perfect. I wached everones’, who are in my class. I got many good ideas and enlightenment in those videos. I think I’ll make as better as them at next time. I’m so glad that I have a chance to challenge myself. It’s a very good idea to English learners. Especially for some people who usually speak less and practice less such as me.” (Yi Wang)

1. Yes, it did. When I did the digital story, I needed to memory the story. I needed to practice over and over. So, the digital story project was very helpful for me improve my English.

2. Yes, it did. I thought it very difficulty for me when the teacher showed the video for us. I thought I cannot do it even I started to try to how do it. I changed four software to make the project I amended over and over. Finally, I did a completely video which was not perfect. But I felt confidence. I learned that you can do everything more than your imagine from the project.

3. I felt happy and excited. I like to share my life experience for everyone. 4. When I was watching other student’s digital stories, I felt happy and curious. I can

understanding other students by the stories. On the other hand, through other student’s digital stories, I learned something, such as: other one personal experiences, skills, goals and other interesting things. Almost student’s had some adjustments in the U.S., such as language, driving and culture. That is very funny.

5. Yes, I do. I will make more video which is about my family and my daught in the future. 6. I like to use technology in the classroom. I want to learn more technology from the

school. I think students can learn language and technology at same time, which is the bet way for me. (Yan Zhang)

Level 5 Students “When I finished I felt surprise because in my mind I thought I couldn’t do it, but now I know if you want you can study and after you can do it. Mt. SAC is a best school for everyone, if you are not American there is a best way for you.” (Hui Liu)

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“I think the digital storytelling project could help me improve my English. It made me have to collect the information about the story, when you are thinking about a topic. I must try to make English sentences in my head. This project really increase my confidence in using English. When I edited the pictures, I learned how to look for them, and how to save them and it made me have some skills about iMovie. Before that, I have never used this App. This App is amazing. Now, I can edit a video for my family by myself.” (Qian Liu) “This project help me alot. It is my new experience and my new skill also. It help me to improve my speaking and teach me new skill how to use iMovie and Padlet. I’m very happy with this project and I will use iMovie to create another project in the future.” (Davy Meach) “When I started to do the project, I love it because that wasn’t much difficult to do and it increased my confidence in using English to tell the story about myself. When we finished the project, we saw the movie together with our classmates and another class. When I saw the classmates movies those were amizing. Everyone used second language to tell the story about themselves’ feeling from diffrent topics.” (Lai Wong) “This project increased my confidence in using English because I practiced my speech and recorded my voice again and again until felt confidence to speak. While I watching other students digital stories I realized that somehow we all had in common that when we arrived in this country we couldn’t communicate with each other.” (Alondra Medina) “I felt super well when I was doing my story. It made me remember how important my life is and how happy I am.” (Lupita Guzman) “The digital storytelling help me improve my English because I feel more confidence when I speak English in front of the public, because I already know that my writing was corrected and make me stronger every time I go to the Lenguage Learning Center, also they help me to improve my pronunciation. I’am glad to have the opportunity to have excellent teachers who do everything possible to help us in improving and perfecting the English language.” (Nancy Gallegos) “The digital storytelling project is really helpful. It’s my own story words and speak in English. The project took a lot of time, but when I was doing the project, it’s never made me felt bored.” (Zhirong Cui) “I sent it [digital story] to my husband...It make my husband cried. My husband loved it. I love it too! It’s really a good idea to do it.” (Wenjie Golding)

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“First I thought my English wasn’t good, but when I finish this iMovie, I felt very good. I’m like a director.” (Hong Guo) V. Conclusions & Recommendations for Classroom Instruction Marina McLaughlin, Level 4 Having had the students memorize their stories proved effective as the recordings were more natural than if a text was read from a paper. I noticed the pronunciation tutoring helped the students discover mispronounced sounds that they had never had corrected. They were then able to take the words which needed help home and practice their stories several times before creating a final recording for their videos. As one of the LLC tutors, I personally was able to witness this discovery and enjoyed seeing the surprised looks on students faces as they were learning correct pronunciation of various sounds for the first time. Specifically, the ESL students at Mt. San Antonio College were encouraged to continue to return and use to the LLC’s tutoring services to advance their speaking skills in fluency and pronunciation. The aim of this project was to increase students’ agency in the ESL classroom which is reflected as true in several of the students’ reflective journals. It was common to see that students felt more confident sharing stories about themselves while using their second languages. Students not only enjoyed sharing stories about themselves, but they equally enjoyed learning about their classmates. A small change I would make to this project is to lower the number of weekly prompts from 4 to 3 as 4 weeks was a bit too long before diving into the project. Also, using Padlet as a storyboard before creating the actual video was very confusing to the students. They all believed Padlet was video editing and playing software. So, perhaps, next time I do this project again I would probably try to do it without using Padlet. Personally, based on the students’ reactions when the videos were viewed and their positive experiences reflected in their journal entries, I would definitely do this project again with future students. Rita Van Dyke-Kao, Level 5 Beginning the digital storytelling project was exciting, yet somewhat daunting, as I was unfamiliar with much of the process. I recommend that teachers who implement this project become as familiar as possible with not only the video editing software they use with students, but also the philosophy and processes behind digital storytelling. I provided my students with a model digital story that I created on iMovie, which I believe was helpful for them. Using Padlet was confusing for some students, since they thought that their digital media collected on Padlet was their final digital story. Going forward, I would use a very clear backward design model so that students understand what the different stages of the process are and what the final goal is. It’s also important to be very clear about how long the video should be, how many photos or images should be used, and how long a still image can effectively be shown during a video.

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Another aspect of the process that I would spend more time on is explicit instruction on storytelling concepts like narrative arc and climax. Having students write four journals was probably too much, and the time could have been spent more effectively on activities that worked on developing storytelling techniques. On the other hand, the journal topics that we came up with worked very well. Students shared their personal stories and were able to select their favorite or best journal entry. Also, requiring students to make appointments with the LLC ESL tutors was a fantastic idea that greatly benefited the students in terms of their writing and speaking skills.

It is important for teachers to recognize that the process of creating a digital story takes a serious investment of time: Discussions, brainstorming, writing, revising, searching for media, recording, editing – all of these demand time. Students need a lot of feedback, and all of my students required multiple edits of their stories. Students who had Apple products like iPhones or iPads had an advantage, since they could work on their stories at home (iMovie is only accessed on Apple products). While we did use the Mt. SAC iPads during class time, it was difficult for some students who used them to create a digital story that they were satisfied with because of time constraints. Since autonomy is such an important part of language learning and was a goal we had for this project, I would investigate other video editing applications that don’t require an Apple product so that students who don’t have an iPad or iPhone can create digital stories independently.

Having a viewing party that celebrates students’ accomplishments is also highly recommended. It was a privilege to hear my students’ stories told in their own voices and with their own pictures. Social and emotional bonding occurred as we laughed together, empathized with one another’s struggles and pain, and listened to one another’s voices. The digital storytelling STAR project was a truly student-centered endeavor that is certainly worth repeating and improving upon.

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References Alexander, B. (2011). The new digital storytelling: Creating narratives with new media. Santa

Barbara, CA: Praeger.

Lambert, J. (2013). Digital storytelling: Capturing lives, creating community (4th ed.). New York,

NY: Routledge. Larrota, C. (2009). Journaling in an Adult ESL Literacy Program. New Directions For Adult &

Continuing Education, 2009, 121, 35-44, doi:10.1002/ace.323 McCrocklin, S., Link, S. (2016). Accent, Identity, and a Fear of Loss? ESL Students’

Perspectives, 2016, 122-148, doi10.3138/cmlr.2582.

Rance-Roney, J. (2008). Digital storytelling for language and culture learning. Essential

Teacher , 5(1), 29-31. Robin, B. R. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century

Classroom.The College of Education and Human Ecology, The Ohio State University, 1543-0421 online.

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Mt. San Antonio College ESL Department Student Teacher ... · digital storytelling engages English language learners in creating, using, and perfecting all of their emerging language