Experiences of Pre-Service Teachers in Using Digital Stories Combined with the Language Experience Approach in the United Arab Emirates

Authors

  • Ghadah AlMurshidi

    College of Education, United Arab Emirates University, Abu Dhabi, United Arab Emirates

  • Reem Thani AlDhaheri

    College of Humanities and Social Sciences, Zayed University, Dubai, United Arab Emirates
  • Chikwaka Miriam Belvedere Technical Teachers College, Harare, Zimbabwe
  • Fatma AlMaghribi College of Interdisciplinary Studies, Zayed University, Dubai, United Arab Emirates
  • Ahmed Al Zaabi

    International Business Ghazali Shafir Graduate School of Government, Universiti Utara Malaysia, Sintok 06010, Malaysia
  • Dawood Ahmad

    Department of Education, International Open University, Banjul, The Gambia

DOI:

https://doi.org/10.30564/fls.v7i1.7613
Received: 28 October 2024 | Revised: 14 December 2024 | Accepted: 17 December 2024 | Published Online: 8 January 2025

Abstract

Second language teachers face challenges to create classroom environments that cater to the needs of the diverse students’ needs and abilities. Some young second language learners in particular come to the classroom with difficulties such as communication and comprehension limitations. It is, therefore, essential to find ways to engage those students and provide a learning environment that is inclusive and ensures that all students are learning. This study explores the experiences of ten pre-service teachers in using digital storytelling (DST) combined with the language experience approach
(LEA) in teaching English as a second language to K-3 students. The study follows a case study design and data was collected using a reflective form that included open ended questions. Data was analyzed using the qualitative thematic analysis method. Three themes emerged, which were: 1) the perceived benefits of implementing DST combined with LEA, 2) the perceived challenges of implementing DST combined with LEA, 3) and the need for adequate training. The findings revealed that pre-service teachers found using DST combined with LEA a useful approach to teaching reading and writing. The majority of participants, however, were not confident using technology to create digital stories which means that there is a need for adequate training to enable them to use it more effectively in the classroom.

Keywords:

Digital Storytelling; Story-Writing; Language Experience Approach; Pre-Service Teachers

References

[1] Rahiem, M.D.H., 2021. Storytelling in Early Childhood Education: Time to Go Digital. International Journal of Child Care and Education Policy. 15(4). DOI: https://doi.org/10.1186/s40723-021-00081-x

[2] Sadik, A., 2008. Digital Storytelling: A Meaningful Technology-Integrated Approach for Engaged Student Learning. Educational Technology Research and Development. 56(4), 487–506. DOI: https://doi.org/10.1007/s11423-008-9091-8

[3] Robin, B.R. 2016. The Power of Digital Storytelling to Support Teaching and Learning. Digital Education Review. (30), 17–29.

[4] Alismail, H.A., 2015. Integrate Digital Storytelling in Education. Journal of Education and Practice. 6(9), 126–129. DOI: https://files.eric.ed.gov/fulltext/EJ1082416.pdf

[5] Smeda, N., Dakich, E., Sharda, N., 2014. The Effectiveness of Digital Storytelling in the Classrooms: A Comprehensive Study. Smart Learning Environments. 1(1), 6. DOI: https://doi.org/10.1186/s40561-014-0006-3

[6] Lisenbee, P.S., Ford, C.M., 2018. Engaging Students in Traditional and Digital Storytelling to Make Connections between Pedagogy and Children's Experiences. Early Childhood Education Journal. 46(1), 129–139. DOI: https://doi.org/10.1007/s10643-017-0846-x

[7] Ramírez Verdugo, D., Alonso Belmonte, I., 2007. Using Digital Stories to Improve Listening Comprehension with Spanish Young Learners of English. Language Learning & Technology. 11(1), 87–101.

[8] Pappamihiel, N.E., Knight, J.H., 2016. Using Digital Storytelling as a Language Experience Approach Activity: Integrating English Language Learners into a Museum Field Trip. Childhood Education. 92(4), 276–280.‏ DOI: https://doi.org/10.1080/00094056.2016.1208005

[9] Lucarevschi, C.R., 2016. The Role of Storytelling on Language Learning: A Literature Review. Working Papers of the Linguistics Circle of the University of Victoria. 26(1), 24.

[10] Preradovic, N.M., Lesin, G., Boras, D., 2016. Introduction of DST in Preschool Education: A Case Study from Croatia. Digital Education Review. 30, 94-105.

[11] Korosidou, E., Bratitsis, T., 2023. Collaborative DST Via. The StoryLogicNet Tool During COVID-19 School Closure. In Research on E-Learning and ICT in Education: Technological, Pedagogical, and Instructional Perspectives. Springer International Publishing: Cham, Switzerland. pp. 155–171.

[12] O'Byrne, W.I., Houser, K., Stone, R., et al., 2018. DST in Early Childhood: Student Illustrations Shaping Social Interactions. Frontiers in Psychology. 9, 1800. DOI: https://doi.org/10.3389/fpsyg.2018.01800.

[13] Kocaman-Karoglu, A. 2015. Telling Stories Digitally: An Experiment with Preschool Children. Educational Media International. 52(4), 340–352. DOI: https://doi-org.zulib.idm.oclc.org/10.1080/09523987.2015.1100391.

[14] Huang, H.D., 2023. Examining the Effect of Digital Storytelling on English Speaking Proficiency, Willingness to Communicate, and Group Cohesion. TESOL Quarterly. 57(1), 242–269. DOI: https://doi.org/10.1002/tesq.3147

[15] Moradi, H., Chen, H., 2019. DST in Language Education. Behavioral Sciences. 9(12), 147.

[16] Al-Omari, A., Al-Sayari, R., 2020. The Effect of Using Digital Stories on Students with Reading Difficulties in Improving “Reading, Discrimination, Analysis” Skills. Taibah University Journal of Arts and Humanities. 21, 515–567.

[17] Maureen, I.Y., Van Der Meij, H., De Jong, T., 2018. Supporting Literacy and Digital Literacy Development in Early Childhood Education Using Storytelling Activities. International Journal of Early Childhood. 50(3), 371–389. DOI: https://doi.org/10.1007/s13158-018-0230-z.

[18] Amirinejad, M., Rahimi, M., 2023. Integrating DST into STEAM Teaching: Examining Young Language Learners' Development of Self-Regulation and English Literacy. International Journal of Technology in Education. 6(4), 720–735.‏ DOI: https://doi.org/10.46328/ijte.551.

[19] Korosidou, E., Griva, E., 2024. Fostering Students' L2 Writing Skills and Intercultural Awareness through DST in Elementary Education. International Electronic Journal of Elementary Education. 16(5), 585–597. DOI: https://doi.org/10.26822/iejee.2024.355.

[20] Iacob, I.M., 2021. Share a Story—Recycling ESP Vocabulary through Digital Storytelling. In: Nistor, R.M., Teglaș, C.D., Mihele, M.R., et al. (eds.). Limbajele Specializate: Abordări Curente şi Provocări Pentru Viitor. Presa Universitară Clujeană. pp. 89–102.

[21] Al-Masoud, T.O., Al-Otaibi, N.N., Al-Moderes, A.A., et al., 2018. The Impact of a Program Based on the Digital Story on the Development of Reading Comprehension among Primary School Students in Kuwait. Journal of the College of Education. 34, 557–592.

[22] Wake, D.G., Modla, V.B., 2010. Language Experience Stories Gone Digital: Using Digital Stories with the LEA Approach. In: Fawson, P. C., Read, S., Wilcox, B., et al. (eds.). Mentoring Literacy Professionals: Continuing the Spirit of CRA/ALER After 50 Years: The Thirty-First Yearbook–A Doubled Peer Reviewed Publication of the College Reading Association, Association of Literacy Educators and Researchers. pp. 253–274.

[23] Nessel, D.D., Dixon, C.N., 2008. Using the Language Experience Approach with English Language Learners: Strategies for Engaging Students and Developing Literacy. Corwin: Thousand Oaks, CA, USA.

[24] Taber, K.S., 2012. Constructivism as Educational Theory: Contingency in Learning, and Optimally Guided Instruction. In: Hassaskhah, J. (ed.) Educational Theory. Nova: New York, USA. pp. 39–61. Available from: https://cepa.info/473 (cited 27 November 2024).

[25] Garzón-Artacho, E., Sola-Martínez, T., Romero-Rodríguez, J.M., et al., 2021. Teachers' Perceptions of Digital Competence at the Lifelong Learning Stage. Heliyon. 7(7), e07513. DOI: https://doi.org/10.1016/j.heliyon.2021.e07513

[26] Joint Research Centre (Seville site), 2017. European Framework for the Digital Competence of Educators: DigCompEdu. JRC107466.

[27] Smestad, B., Hatlevik, O.E., Johannesen, M., et al., 2023. Examining Dimensions of Teachers' Digital Competence: A Systematic Review Pre- and during COVID-19. Heliyon. 9(6), e16677. DOI: https://doi.org/10.1016/j.heliyon.2023.e16677

[28] Liu, S., Reynolds, B.L., Thomas, N., et al., 2024. The Use of Digital Technologies to Develop Young Children's Language and Literacy Skills: A Systematic Review. Sage Open. 14(1), 1–18. DOI: https://doi.org/10.1177/21582440241230850

[29] Palacious Hidalgo, F.J., 2020. TELL, CALL, and MALL: Approaches to Bridge the Language Gap. International Approaches to Bridging the Language Gap. IGI Global: Hershey, PA, USA. pp. 118–134. DOI: https://doi.org/10.4018/978-1-7998-1219-7.ch008

[30] Mishra, P., Koehler, M.J., 2006. Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record. 108(6), 1017–1054. DOI: https://doi.org/10.1111/j.1467-9620.2006.00684.x

[31] Wahab, A.D., Jufri, A.W., Bachtiar, I., et al., 2023. The Effectiveness of English Teaching Materials Based on Content and Language-Integrated Learning (CLIL) to Increase the Technological Pedagogical Content Knowledge (TPACK) of Prospective Biology Teachers. Jurnal Pijar Mipa. 18(1), 20–24. DOI: https://doi.org/10.29303/jpm.v18i1.4573

[32] Abu-Hardan, F., Al-Jamal, D.A., Sa'di, I.T., 2019. TPACK: Time to Be Considered in Teaching Reading. International Journal of Learning, Teaching and Educational Research. 18(6), 68–95. DOI: https://doi.org/10.26803/ijlter.18.6.5

[33] Usman, S., Arafah, B., Marhum, M., et al., 2024. The Effect of Technological Pedagogical Content Knowledge (TPACK) on Rural Area Students' English Writing. Journal of Language Teaching and Research. 15(3), 884–892. DOI: https://doi.org/10.17507/jltr.1503.21

[34] Agustiningsih, A., Fardhani, A.E., Wahjuningsih, E., 2014. The Effect of Using Story Pyramid Technique on Summary Writing Achievement of Narrative Text of the Eighth Grade Students at SMPN 4 Jember. University of Jember. Available from: http://repository.unej.ac.id/handle/123456789/63087 (cited 21 March 2024).

[35] Tseng, J.J., 2018. Exploring TPACK-SLA Interface: Insights from the Computer-Enhanced Classroom. Computer Assisted Language Learning. 31(4), 390–412. DOI: https://doi.org/10.1080/09588221.2017.1412324

[36] Khubyari, L., Narafshan, M. H., 2016. A Study on the Impact of MALL (Mobile Assisted Language Learning) on EFL Learners' Reading Comprehension. International Journal of English Language Teaching. 4(2), 58–69.

[37] Chen, T., Peng, L., Yang, J., et al., 2021. Analysis of User Needs on Downloading Behavior of English Vocabulary Apps Based on Data Mining for Online Comments. Mathematics. 9(12), 1341. DOI: https://doi.org/10.3390/math9121341

[38] Lin, J.J., Lin, H., 2019. Mobile-Assisted ESL/EFL Vocabulary Learning: A Systematic Review and Meta-Analysis. Computer Assisted Language Learning. 32(8), 878–919. DOI: https://doi.org/10.1080/09588221.2018.1541359

[39] Baleghizadeh, S., Oladrostam, E., 2010. The Effect of Mobile Assisted Language Learning (MALL) on Grammatical Accuracy of EFL Students. Mextesol Journal. 34(2), 1–10.

[40] Kim, Y.J., 2018. The Effects of Mobile-Assisted Language Learning (MALL) on Korean College Students' English-listening Performance and English-listening Anxiety. Proceedings of the 8th International Conference on Languages. Social Sciences, Education and Interdisciplinary Studies; London, UK, 4–6 December 2017. pp. 277–298.

[41] Priya, A., 2021. Case Study Methodology of Qualitative Research: Key Attributes and Navigating the Conundrums in Its Application. Sociological Bulletin, 70(1), 94–110. DOI: https://doi.org/10.1177/0038022920970318

[42] Braun, V., Clarke, V., 2006. Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101. DOI: https://doi.org/10.1191/1478088706qp063oa

[43] Koşar, G., 2023. Student English Teachers' Vantage Points of the Digital Short Stories They Designed for Young Learners. International Journal of Online Pedagogy and Course Design. 13(1), 1–13. DOI: https://doi.org/10.4018/IJOPCD.315299

[44] Yuliani, S., Hartanto, D., 2022. Digital Online Learning by Using DST for Pre-Service Teacher Students. International Journal of Language Education. 6(3), 221–232.

[45] Özüdoğru, G., Çakır, H., 2020. An Investigation into the Opinions of Pre-Service Teachers toward Uses of DST in Literacy Education. Participatory Educational Research. 7(1), 242–256. DOI: https://doi.org/10.17275/per.20.14.7.1

[46] Shelton, C.C., Archambault, L.M., Hale, A.E., 2017. Bringing DST to the Elementary Classroom: Video Production for Preservice Teachers. Journal of Digital Learning in Teacher Education. 33(2), 58–68. DOI: https://doi.org/10.1080/21532974.2016.1276871

[47] Jack, C., Higgins, S., 2019. Embedding Educational Technologies in Early Years Education. Research in Learning Technology. 27. DOI: https://doi.org/10.25304/rlt.v27.2033

[48] Yuksel-Arslan, P., Yildirim, S., Robin, B. R., 2016. A Phenomenological Study: Teachers' Experiences of Using DST in Early Childhood Education. Educational Studies. 42(5), 427–445. DOI: https://doi.org/10.1080/03055698.2016.1195717

Downloads

How to Cite

AlMurshidi, G., AlDhaheri, R. T., Miriam, C., AlMaghribi, F., Zaabi , A. A., & Ahmad, D. (2025). Experiences of Pre-Service Teachers in Using Digital Stories Combined with the Language Experience Approach in the United Arab Emirates. Forum for Linguistic Studies, 7(1), 675–683. https://doi.org/10.30564/fls.v7i1.7613

Issue

Vol. 7 , Iss. 1 (January 2025)

Article Type

Article

License

Copyright © 2025 Ghadah AlMurshidi, Reem Thani AlDhaheri, Chikwaka Miriam; Fatma AlMaghribi; Ahmed Al Zaabi , Dawood Ahmad

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.