Digital Storytelling and Multimedia Learning by Chinese JFL (Japanese as a Foreign Language) Learners

ID: 52520 Type: Poster/Demo
  1. Hitoshi Susono, Yan Zhao, Maho Ninomiya, and Eri Ono, Mie University, Japan
  2. Maki Hagino, Open University of Japan, Mie University, Japan

Wednesday, March 28 5:45 PM-7:00 PM Location: Edison Ballroom D View on map

Presider: Rashid Khan, DCC- King Fahd University of Petroleum and Minerals, Dhahran Saudi Arabia, Saudi Arabia

Abstract: As an increasing number of Chinese people study Japanese as a foreign language, more teachers are struggling to teach them Japanese composition (essay). Typically, there is significant student resistance to writing compositions because they do not know how to write sentences or how to show what they have written to others. The purpose of this study is to determine how digital storytelling and multimedia learning can enhance Japanese writing skills in Chinese JFL (Japanese as a Foreign Language) students. In this case, 16 Chinese JFL students were asked to create digital stories with and without images and compare the two to ascertain which one worked the better. Questionnaires were administered, and the results showed that the use of pictures facilitated what students wanted to write about, lessened their resistance to working on composition, and encouraged more emotional engagement. Regarding the Attention, Relevance, Confidence, and Satisfaction model, in subsequent interviews, most participants said that they preferred creating digital stories with images.


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