Using digital storytelling in teaching foreign languages to young learners
Background: The increasing integration of digital technologies in education has highlighted the need for future language teachers to develop digital pedagogical competencies. Digital storytelling (DS) is a great approach to teaching foreign languages due to its potential to increase creativity and engagement and to give children freedom to express themselves. However, preservice teachers have limited knowledge of how DS tools can be used in education. Exploring their motivations and expectations is important for understanding how teacher education courses can prepare future teachers.
Aim: This study aims to explore preservice TEFL teachers’ motivations for enrolling in a digital storytelling course as well as their perceptions of its importance for their teaching practice. The study also investigates their prior knowledge of DS and identifies their expectations and learning needs. By analysing these perspectives, the research seeks to better understand how teacher education programs can design courses that effectively support the development of digital and pedagogical competencies in future language teachers.
Method: The study was conducted with 16 preservice TEFL teachers enrolled in a digital storytelling course at a university. Data were collected through an anonymous questionnaire administered to the whole class. Participation was voluntary, and students were informed about the purpose of the study before completing the survey. Completion of the questionnaire was considered informed consent, and all responses were collected and analysed anonymously.
Results/findings: The findings indicate that participants had very limited prior knowledge of digital storytelling: over 80% reported knowing little or nothing about the concept before the course. Most of them considered digital storytelling important in teaching English to young learners. Participants reported enjoying reading stories and found the topic attractive. Their reasons for enrolling included curiosity about the method, the appealing course title, the need to choose an elective course, and an interest in learning practical digital tools for use in language teaching.
Conclusion: The findings highlight the need to introduce DS more explicitly in teacher education programs. Although preservice teachers recognised its potential in teaching English to young learners, their initial knowledge of the approach was limited. At the same time, their interest in stories and digital tools suggests strong motivation to develop these skills. Integrating practical training in digital storytelling can therefore help future teachers combine creativity, technology, and language pedagogy, preparing them to design engaging learning experiences for young learners.
Implications for children and families: With digital storytelling, you’ll be able to create your own unique story that tells, in your own words, about a topic close to your heart.
Implications for practitioners: With DS, you’ll be able to help pupils create their stories. This will boost their motivation, engagement, and show that their efforts have a real outcome in the form of a video. A DS project will show children that learning a foreign language can be practical and interesting.
Keywords: digital storytelling, teaching foreign languages, young learners, technology, children, teachers
This presentation relates to the following United Nations Sustainable Development Goals: