Research Article
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Gamifying Fairytales through Digital Storytelling: A Novel Interactive Linguistic Educational Landscape for Second Language Learners

Year 2023, Issue: 58, 297 - 321, 02.05.2023
https://doi.org/10.9779/pauefd.1160880

Abstract

Today’s generation of digital natives was born into a world of digital stimulation in which knowledge transfer is within their reach in seconds. The evidence is solid in the fact that today’s children are digitally coded and prefer digital learning to traditional or rote learning practices. From the same perspective, there has been a curricula gap between generations when the subject matter is learning an additional language through both digital and effective language teaching techniques. Digital gaming, which is highly popular among the new generation of students, can offer a descriptive and creative language teaching method through writing stories. Within the context of this research study, a new linguistic landscape through digital storytelling is offered by asking students to rewrite or modify culturally known fairytales. Thus, this research study proposes and exemplifies a novel language teaching method for digital and creative language practices through gaming and storytelling via applied linguistics principles.

References

  • Alawdat, M. (2022). Multilingual writing in digital world: The necessity for reshaping teaching. In M. Khosrow- Pour (Ed.), Research Anthology on Bilingual and Multilingual Education (pp. 969-986). IGI Global.
  • Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. The International Journal of Information and Learning Technology, 35(1), 56-79.
  • Carlquist, J. (2003). Playing the story: Computer games as a narrative genre. Human IT: Journal for Information Technology Studies as a Human Science, 6(3).
  • Chen Hsieh, J. (2021). Digital Storytelling Outcomes and Emotional Experience among Middle School EFL Learners: Robot‐Assisted versus PowerPoint‐Assisted Mode. TESOL Quarterly, 55(3), 994-1010.
  • Chik, A. (2013). Naturalistic CALL and digital gaming. TESOL Quarterly, 47(4), 834-839.
  • Christians, G. (2018). The origins and future of gamification. [Master’s thesis, University of South Carolina]. Senior Theses. https://scholarcommons.sc.edu/cgi/viewcontent.cgi?article=1255&context=senior_theses
  • Chung, S. (2021, October 3). Game-based writing. Technologist: Test and experiment. http://teachingbycreating.com/portfolio/game-based-writing/
  • Deyan, G. (2021, October 3). 45+ out of this world video games industry statistics in 2021. Techjury. https://techjury.net/blog/vifro-games-industry-statistics/#gref
  • Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of educational technology & society, 18(3), 75-88.
  • Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in entertainment (CIE), 1(1), 20-20.
  • Gozcu, E., & Caganaga, C. K. (2016). The importance of using games in EFL classrooms. Cypriot Journal of Educational Sciences, 11(3), 126-135.
  • Hafner, C. A. (2013). Digital Composition in a Second or Foreign Language. TESOL Quarterly, 47(4), 830–834. http://www.jstor.org/stable/43267934
  • Hashim, H. (2018). Application of technology in the digital era education. International Journal of Research in Counseling and Education, 2(1), 1-5.
  • Hoić-Božić, N., Dlab, M. H., Budim, S. U., & Mezak, J. (2019, September 26-27). Development of computational thinking skills in primary school through digital storytelling with Scratch. In The 10th International Conference on eLearning (eLearning-2019), Belgrade, Serbia.
  • Huang, H. T. D. (2022). Examining the Effect of Digital Storytelling on English Speaking Proficiency, Willingness to Communicate, and Group Cohesion. TESOL Quarterly.
  • Ivanović O'Brien, N. (2018). Universal organising principles of music and fairy tales. Музикологија/Musicology, (25), 207-220.
  • Jalilovna, K. S. (2022). Common Similarities and Differences of Uzbek and English Fairy Tales. European Journal of Innovation in Nonformal Education, 2(1), 366-369.
  • Kavaklı, N., & Hancı-Azizoglu, E. B. (2021). Digital storytelling: A futuristic second-language-writing method. In E. B. Hancı-Azizoglu & N. Kavaklı (Eds), Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students (pp. 66-83). IGI Global.
  • Kendrick, M., Early, M., Michalovich, A., & Mangat, M. (2022). Digital Storytelling With Youth From Refugee Backgrounds: Possibilities for Language and Digital Literacy Learning. TESOL Quarterly.
  • Lee, J. S., & Dressman, M. (2018). When IDLE hands make an English workshop: Informal digital learning of English and language proficiency. Tesol Quarterly, 52(2), 435-445.
  • Liu, Z. Y., Shaikh, Z., & Gazizova, F. (2020). Using the concept of game-based learning in education. International Journal of Emerging Technologies in Learning (iJET), 15(14), 53-64.
  • Malafantis, K., & Ntoulia, A. (2011). Rewriting fairy tales: New challenges in creativity in the classroom. Extravío: revista electrónica de literatura comparada, (6), 1-8.
  • Mee Mee, R. W., Shahdan, T. S. T., Ismail, M. R., Ghani, K. A., Pek, L. S., Von, W. Y., Woo, A.,& Rao, Y. S. (2020). Role of Gamification in Classroom Teaching: Pre-Service Teachers' View. International Journal of Evaluation and Research in Education, 9(3), 684-690.
  • Morie, J. F., & Pearce, C. (2008). Uses of digital enchantment: Computer games as the new fairy tales. Proceedings of the Vienna Games Conference 2008: The Future of Reality and Gaming (FROG), University of Southern California, Los Angeles, USA.
  • Nisbet, J. (2021, June 21). Understanding Game-based Learning: Benefits, Potential Drawbacks and Where to Begin. Prodigy. https://www.prodigygame.com/main-en/blog/game-based-learning/
  • Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21. Rule, L. (2010). Digital storytelling: Never has storytelling been so easy or so powerful. Knowledge Quest, 38(4), 56-58.
  • Senturk, B. (2021). Writing in the Digital Age: Teaching writing to digital natives. In In E. B. Hancı-Azizoglu & N. Kavaklı (Eds), Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students (pp. 102-117). IGI Global.
  • Shklovsky, V. (1965). Art as technique. In M.J. Reis & L.T. Lemon (Eds.), Russian Formalist Criticism: Four Essays (pp. 3–24). Lincoln/London: University of Nebraska Press.
  • Silalahi, M. (2019). Improving Students’ Interest in Learning English by Using Games. International Journal of Theory and Application in Elementary and Secondary School Education, 1(1), 55-62.
  • Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., & Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65, 101565.
  • Wang, H. Y., Sigerson, L., & Cheng, C. (2019). Digital nativity and information technology addiction: Age cohort versus individual difference approaches. Computers in Human Behavior, 90, 1-9.
  • Weninger, C. (2022). Skill versus Social Practice? Some Challenges in Teaching Digital Literacy in the University Classroom. TESOL Quarterly.
  • Zipes, J. (2012). A fairy tale is more than just a fairy tale. Book 2.0, 2(1-2), 113-120.

Bilgisayar Oyunlarıyla Dijital Masal Yazımı: İkinci Dil Öğrenenler için Yeni Etkin Bir Dilbilimsel Yaklaşım

Year 2023, Issue: 58, 297 - 321, 02.05.2023
https://doi.org/10.9779/pauefd.1160880

Abstract

Günümüzün dijital yerlileri, bilgi transferine saniyeler içinde ulaşabilecekleri bir dijital dünyaya doğdu. Günümüz çocuklarının dijital olarak kodlandığı ve dijital öğrenmeyi geleneksel veya ezberci öğrenme uygulamalarına tercih ettiği gerçeğinin kanıtı sağlamdır. Aynı bakış açısıyla, konu hem dijital hem de etkili dil öğretim teknikleri ile beraber ek bir dil öğrenmek olduğunda, nesiller arasında bir müfredat boşluğu oluşmuştur. Yeni nesil öğrenciler arasında oldukça popüler olan dijital oyunlar, hikayeler yazarak betimleyici ve yaratıcı bir dil öğretim yöntemi sunabilmektedir. Bu araştırma çalışması kapsamında, öğrencilerden kültürel olarak bilinen masalları yeniden yazmaları veya değiştirmeleri istenerek dijital hikaye anlatımı yoluyla yeni bir dilsel öğrenim tekniği sunulmaktadır. Bu nedenle, bu araştırma çalışmasında uygulamalı dilbilim ilkeleri prensibiyle ve dijital ve yaratıcı dil uygulamaları yoluyla yeni bir oyun ve hikaye anlatım metodu geliştirilmiştir.

References

  • Alawdat, M. (2022). Multilingual writing in digital world: The necessity for reshaping teaching. In M. Khosrow- Pour (Ed.), Research Anthology on Bilingual and Multilingual Education (pp. 969-986). IGI Global.
  • Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. The International Journal of Information and Learning Technology, 35(1), 56-79.
  • Carlquist, J. (2003). Playing the story: Computer games as a narrative genre. Human IT: Journal for Information Technology Studies as a Human Science, 6(3).
  • Chen Hsieh, J. (2021). Digital Storytelling Outcomes and Emotional Experience among Middle School EFL Learners: Robot‐Assisted versus PowerPoint‐Assisted Mode. TESOL Quarterly, 55(3), 994-1010.
  • Chik, A. (2013). Naturalistic CALL and digital gaming. TESOL Quarterly, 47(4), 834-839.
  • Christians, G. (2018). The origins and future of gamification. [Master’s thesis, University of South Carolina]. Senior Theses. https://scholarcommons.sc.edu/cgi/viewcontent.cgi?article=1255&context=senior_theses
  • Chung, S. (2021, October 3). Game-based writing. Technologist: Test and experiment. http://teachingbycreating.com/portfolio/game-based-writing/
  • Deyan, G. (2021, October 3). 45+ out of this world video games industry statistics in 2021. Techjury. https://techjury.net/blog/vifro-games-industry-statistics/#gref
  • Dicheva, D., Dichev, C., Agre, G., & Angelova, G. (2015). Gamification in education: A systematic mapping study. Journal of educational technology & society, 18(3), 75-88.
  • Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in entertainment (CIE), 1(1), 20-20.
  • Gozcu, E., & Caganaga, C. K. (2016). The importance of using games in EFL classrooms. Cypriot Journal of Educational Sciences, 11(3), 126-135.
  • Hafner, C. A. (2013). Digital Composition in a Second or Foreign Language. TESOL Quarterly, 47(4), 830–834. http://www.jstor.org/stable/43267934
  • Hashim, H. (2018). Application of technology in the digital era education. International Journal of Research in Counseling and Education, 2(1), 1-5.
  • Hoić-Božić, N., Dlab, M. H., Budim, S. U., & Mezak, J. (2019, September 26-27). Development of computational thinking skills in primary school through digital storytelling with Scratch. In The 10th International Conference on eLearning (eLearning-2019), Belgrade, Serbia.
  • Huang, H. T. D. (2022). Examining the Effect of Digital Storytelling on English Speaking Proficiency, Willingness to Communicate, and Group Cohesion. TESOL Quarterly.
  • Ivanović O'Brien, N. (2018). Universal organising principles of music and fairy tales. Музикологија/Musicology, (25), 207-220.
  • Jalilovna, K. S. (2022). Common Similarities and Differences of Uzbek and English Fairy Tales. European Journal of Innovation in Nonformal Education, 2(1), 366-369.
  • Kavaklı, N., & Hancı-Azizoglu, E. B. (2021). Digital storytelling: A futuristic second-language-writing method. In E. B. Hancı-Azizoglu & N. Kavaklı (Eds), Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students (pp. 66-83). IGI Global.
  • Kendrick, M., Early, M., Michalovich, A., & Mangat, M. (2022). Digital Storytelling With Youth From Refugee Backgrounds: Possibilities for Language and Digital Literacy Learning. TESOL Quarterly.
  • Lee, J. S., & Dressman, M. (2018). When IDLE hands make an English workshop: Informal digital learning of English and language proficiency. Tesol Quarterly, 52(2), 435-445.
  • Liu, Z. Y., Shaikh, Z., & Gazizova, F. (2020). Using the concept of game-based learning in education. International Journal of Emerging Technologies in Learning (iJET), 15(14), 53-64.
  • Malafantis, K., & Ntoulia, A. (2011). Rewriting fairy tales: New challenges in creativity in the classroom. Extravío: revista electrónica de literatura comparada, (6), 1-8.
  • Mee Mee, R. W., Shahdan, T. S. T., Ismail, M. R., Ghani, K. A., Pek, L. S., Von, W. Y., Woo, A.,& Rao, Y. S. (2020). Role of Gamification in Classroom Teaching: Pre-Service Teachers' View. International Journal of Evaluation and Research in Education, 9(3), 684-690.
  • Morie, J. F., & Pearce, C. (2008). Uses of digital enchantment: Computer games as the new fairy tales. Proceedings of the Vienna Games Conference 2008: The Future of Reality and Gaming (FROG), University of Southern California, Los Angeles, USA.
  • Nisbet, J. (2021, June 21). Understanding Game-based Learning: Benefits, Potential Drawbacks and Where to Begin. Prodigy. https://www.prodigygame.com/main-en/blog/game-based-learning/
  • Prensky, M. (2003). Digital game-based learning. Computers in Entertainment (CIE), 1(1), 21-21. Rule, L. (2010). Digital storytelling: Never has storytelling been so easy or so powerful. Knowledge Quest, 38(4), 56-58.
  • Senturk, B. (2021). Writing in the Digital Age: Teaching writing to digital natives. In In E. B. Hancı-Azizoglu & N. Kavaklı (Eds), Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students (pp. 102-117). IGI Global.
  • Shklovsky, V. (1965). Art as technique. In M.J. Reis & L.T. Lemon (Eds.), Russian Formalist Criticism: Four Essays (pp. 3–24). Lincoln/London: University of Nebraska Press.
  • Silalahi, M. (2019). Improving Students’ Interest in Learning English by Using Games. International Journal of Theory and Application in Elementary and Secondary School Education, 1(1), 55-62.
  • Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., & Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65, 101565.
  • Wang, H. Y., Sigerson, L., & Cheng, C. (2019). Digital nativity and information technology addiction: Age cohort versus individual difference approaches. Computers in Human Behavior, 90, 1-9.
  • Weninger, C. (2022). Skill versus Social Practice? Some Challenges in Teaching Digital Literacy in the University Classroom. TESOL Quarterly.
  • Zipes, J. (2012). A fairy tale is more than just a fairy tale. Book 2.0, 2(1-2), 113-120.
There are 33 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Maha Alawdat This is me 0000-0002-8626-0609

Eda Başak Hancı-azizoğlu 0000-0001-6937-5925

Publication Date May 2, 2023
Submission Date August 11, 2022
Acceptance Date September 19, 2022
Published in Issue Year 2023 Issue: 58

Cite

APA Alawdat, M., & Hancı-azizoğlu, E. B. (2023). Gamifying Fairytales through Digital Storytelling: A Novel Interactive Linguistic Educational Landscape for Second Language Learners. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(58), 297-321. https://doi.org/10.9779/pauefd.1160880