Research Article
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The Effect of English Education with Digital Stories on Self-Efficacy, Achievement, and Opinions of Foreign National Teacher Candidates

Year 2023, Issue: 24, 31 - 43, 28.10.2023

Yılmaz Kara Kaine Gulozer

https://doi.org/10.30786/jef.1169721

Abstract

This study aims to determine the effects of English as a foreign language education (EFL) designed using digital stories on the self-efficacy and achievement of foreign national teacher candidates and to reveal the educational experiences of prospective teachers with digital stories. To realize this purpose, a mixed pattern approach has been adopted. The research was conducted with 30 foreign national teacher candidates in the 2021-2022 academic year. Digital stories have been developed for education faculties by the teaching of EFL. Digital story training was applied online for ten weeks as a two-hour lesson. The research data were collected through a Self-Efficacy Scale, an Achievement Test, and Interview Questions for Teaching English with Digital Stories. It was determined that English education with digital stories increased the self-efficacy and achievement of the participants after the training compared to the pre-training. In addition, participants' awareness of digital stories increased; they described education as fun, economical, and instructive and thought positively in general. Accordingly, it is recommended to prefer English education with digital stories when it is desired to develop self-efficacy, achievement, and digital story experiences.

Keywords: Foreign language education, Teacher training, Educational technology, Self-efficacy, Achievement, Digital Storytelling.

Keywords

Foreign language education Teacher training Educational Technology Self-efficacy Academic success

Supporting Institution

TUBITAK (The Scientific and Technological Research Institution of Turkey)

Project Number

1919B012003456

References

  • Ak, N. (2020). Problems of foreign students in adaptation to school. Master’s Thesis, Akdeniz University, Antalya.
  • Altay, M., Curle, S., Yuksel, D., & Soruç, A. (2022). Investigating academic achievement of English medium instruction courses in Turkey. Studies in Second Language Learning and Teaching, 12(1), 117-141
  • Andayani, R. (2019). Engaging English student teachers in a digital storytelling project for young learners. IOP Conference Series. Earth and Environmental Science, 243, 12066.
  • Anuradha, V. (2022). Digital Short Stories and Narrative Approach: A Great Combo in Developing Cognitive Abilities and Skills. ECS Transactions, 107(1), 2759–2768.
  • Aydede, M. N. (2009). The effect of active learning applications on students? Self-direct learning and critical thinking skills, self-efficacy, and achievement. Master’s Thesis, Dokuz Eylül University, İzmir.
  • Azar, A. (2010). In-service and pre-service secondary science teachers’ self-efficacy beliefs about science teaching. Zonguldak Karaelmas University Journal of Social Sciences, 6(12), 235-252.
  • Bandura, A. (2002). Exercise of personal and collective efficacy in changing societies. Self-efficacy in changing societies (Ed. Albert Bandura), Cambridge: Cambridge University Press.
  • Belda-Medina, J. (2022). Promoting inclusiveness, creativity, and critical thinking through digital storytelling among EFL teacher candidates. International Journal of Inclusive Education, 26(2), 109-123.
  • Büyüköztürk, Ş. (2016). Data Analysis Handbook for Social Sciences: Statistics, Research Design SPSS Applications and Interpretation. Ankara: Pegem Akademi.
  • Çelik, İ. (2013). The Problems of International Students Having Higher Education in Turkey. Master’s Thesis, Trakya University, Edirne.
  • Çelik, Ö. (2019). Mutual perceptions of Turkish and foreign students studying at Sakarya University. Master’s Thesis, Sakarya University, Sakarya.
  • Çepni, S. (2007). Introduction to Studies of Research and Projects (3rd Ed.). Trabzon: Celepler Publishing.
  • Çetin Köroğlu, Z. (2020). Effects of digital short stories on the development of listening skills: An action research. GIST – Education and Learning Research Journal, 20, 65–84.
  • CoHE (2018). New Teacher Training Undergraduate Programs. Accessed from https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari on 08.06.2022.
  • Del-Moral-Pérez, M. E., Villalustre-Martínez, L. & del Rosario Neira-Piñeiro, M. (2019). Teachers’ perception about the contribution of collaborative creation of digital storytelling to the communicative and digital competence in primary education schoolchildren.
  • Computer Assisted Language Learning, 32 (4), 342-365.
  • Fatimah, A. S., Santiana, S., & Saputra, Y. (2019). Digital comic: An innovation of using ToonDoo as media technology for teaching English short stories. English Review: Journal of English Education, 7(2), 101-108.
  • Frankel, J.R. & Wallen, N.E. (2000). How to Design & Evaluate Research in Education, 4th Ed. McGraw Hill, Boston.
  • Frazel, M. (2010). Digital Storytelling Guide for Educators. Eugene: ISTE.
  • Goetze, J., & Driver, M. (2022). Is learning really just believing? A meta-analysis of self-efficacy and achievement in SLA. Studies in Second Language Learning and Teaching, 12(2), 233-259.
  • Hancı Yanar, B. (2008). Investigation of the attitudes toward English lessons and perceptions of foreign language self-efficacy of Anatolian high school students who have taken a preparatory class and those who have not. Master’s Thesis, Ege University, İzmir.
  • Hava, K. (2021). Exploring the role of digital storytelling in student motivation and satisfaction in EFL education. Computer Assisted Language Learning, 34 (7), 958-978.
  • Karakış, Ö. (2014). The relation between anxiety, motivation, self-efficacy beliefs towards English class and English class achievement of high school students. Doctoral dissertation, Abant İzzet Baysal University, Bolu.
  • Karasar, N. (2004). Scientific Research Methods: Concepts, Principles, and Techniques. Nobel, Ankara.
  • Korosidou, E. & Griva, E. (2021). “Listen to my story, play and interact”: Greek preschool children learning English in a digital environment. Research Papers in Language Teaching and Learning, 11(1), 124–137.
  • Lestariyana, R.P.D. & Widodo, H. P. (2018). Engaging young learners of English with digital stories: Learning to mean. Indonesian Journal of Applied Linguistics, 8(2), 489–495.
  • Mc.Millan, J.H. & Schumacher S. (2001). Research in Education: A Conceptual Introduction. Addison Wesley Longman Inc., U.S.
  • Moiseenko A. V. (2022). Characteristic of the digital news story genre. Speech Genres, 1(33), 66-73.
  • Nassim, S. (2018). Digital storytelling: An active learning tool for improving students’ language skills. PUPIL: International Journal of Teaching, Education and Learning, 2(1), 14-29.
  • OECD (2013). Education at a Glance 2013: OECD Indicators, OECD Publishing. http://dx.doi.org/10.1787/eag-2013-en
  • Okumus, A. (2020). The perceptions and preferences of 8th-grade students in digital storytelling in English. International Online Journal of Education & Teaching, 7(2), 585–604.
  • Porter, B. (2004). Digitales: The art of telling digital stories. Sedalia, CO: bjpconsulting
  • Robin, B. (2006). The Educational Uses of Digital Storytelling. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 709-716). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE).
  • Sawyer, C. B., & Willis, J. M. (2011). Introducing digital storytelling to influence the behavior of children and adolescents. Journal of Creativity in Mental Health, 6(4), 274-283.
  • Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
  • Shasqia, M. (2020). Teaching narrative text in junior high school: digital storytelling in English as a foreign language (EFL) context. Utamax, 2(1), 19–23.
  • Sommerfeld, A. (2011). Recasting non-cognitive factors in college readiness as what they truly are: non-academic factors. Journal of College Admission, 213, 18-22.
  • Sungur, M. A., Şahin, M., Can, G., Şahin, M. F., Duman, K., Pektaş, B., Doğan, S., Abdullah Alkan, Ö., & Onuk, H. (2016). The factors effecting life satisfaction and social adjustment of foreign students at Duzce University. Journal of Duzce University Health Sciences Institute, 6(2), 101-109.
  • Takır, A. & Özerem, A. (2019). The problems of immigrant foreign students in the school environment. Folklor/Edebiyat, 25(97), 639-657.
  • Tanrıkulu, F. (2022). Students’ perceptions about the effects of collaborative digital storytelling on writing skills. Computer Assisted Language Learning, 35 (5-6), 1090-1105.
  • Wang, S. & Zhan, H. (2010). Enhancing teaching and learning with digital storytelling. International Journal of Information and Communication Technology Education (IJICTE), 6(2), 76-87.
  • Yang, Y. T. C., Chen, Y. C., & Hung, H. T. (2020). Digital storytelling as an interdisciplinary project to improve students’ English speaking and creative thinking. Computer Assisted Language Learning, 35(4), 840-862

Year 2023, Issue: 24, 31 - 43, 28.10.2023

Yılmaz Kara Kaine Gulozer

https://doi.org/10.30786/jef.1169721

Abstract

Project Number

1919B012003456

References

  • Ak, N. (2020). Problems of foreign students in adaptation to school. Master’s Thesis, Akdeniz University, Antalya.
  • Altay, M., Curle, S., Yuksel, D., & Soruç, A. (2022). Investigating academic achievement of English medium instruction courses in Turkey. Studies in Second Language Learning and Teaching, 12(1), 117-141
  • Andayani, R. (2019). Engaging English student teachers in a digital storytelling project for young learners. IOP Conference Series. Earth and Environmental Science, 243, 12066.
  • Anuradha, V. (2022). Digital Short Stories and Narrative Approach: A Great Combo in Developing Cognitive Abilities and Skills. ECS Transactions, 107(1), 2759–2768.
  • Aydede, M. N. (2009). The effect of active learning applications on students? Self-direct learning and critical thinking skills, self-efficacy, and achievement. Master’s Thesis, Dokuz Eylül University, İzmir.
  • Azar, A. (2010). In-service and pre-service secondary science teachers’ self-efficacy beliefs about science teaching. Zonguldak Karaelmas University Journal of Social Sciences, 6(12), 235-252.
  • Bandura, A. (2002). Exercise of personal and collective efficacy in changing societies. Self-efficacy in changing societies (Ed. Albert Bandura), Cambridge: Cambridge University Press.
  • Belda-Medina, J. (2022). Promoting inclusiveness, creativity, and critical thinking through digital storytelling among EFL teacher candidates. International Journal of Inclusive Education, 26(2), 109-123.
  • Büyüköztürk, Ş. (2016). Data Analysis Handbook for Social Sciences: Statistics, Research Design SPSS Applications and Interpretation. Ankara: Pegem Akademi.
  • Çelik, İ. (2013). The Problems of International Students Having Higher Education in Turkey. Master’s Thesis, Trakya University, Edirne.
  • Çelik, Ö. (2019). Mutual perceptions of Turkish and foreign students studying at Sakarya University. Master’s Thesis, Sakarya University, Sakarya.
  • Çepni, S. (2007). Introduction to Studies of Research and Projects (3rd Ed.). Trabzon: Celepler Publishing.
  • Çetin Köroğlu, Z. (2020). Effects of digital short stories on the development of listening skills: An action research. GIST – Education and Learning Research Journal, 20, 65–84.
  • CoHE (2018). New Teacher Training Undergraduate Programs. Accessed from https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari on 08.06.2022.
  • Del-Moral-Pérez, M. E., Villalustre-Martínez, L. & del Rosario Neira-Piñeiro, M. (2019). Teachers’ perception about the contribution of collaborative creation of digital storytelling to the communicative and digital competence in primary education schoolchildren.
  • Computer Assisted Language Learning, 32 (4), 342-365.
  • Fatimah, A. S., Santiana, S., & Saputra, Y. (2019). Digital comic: An innovation of using ToonDoo as media technology for teaching English short stories. English Review: Journal of English Education, 7(2), 101-108.
  • Frankel, J.R. & Wallen, N.E. (2000). How to Design & Evaluate Research in Education, 4th Ed. McGraw Hill, Boston.
  • Frazel, M. (2010). Digital Storytelling Guide for Educators. Eugene: ISTE.
  • Goetze, J., & Driver, M. (2022). Is learning really just believing? A meta-analysis of self-efficacy and achievement in SLA. Studies in Second Language Learning and Teaching, 12(2), 233-259.
  • Hancı Yanar, B. (2008). Investigation of the attitudes toward English lessons and perceptions of foreign language self-efficacy of Anatolian high school students who have taken a preparatory class and those who have not. Master’s Thesis, Ege University, İzmir.
  • Hava, K. (2021). Exploring the role of digital storytelling in student motivation and satisfaction in EFL education. Computer Assisted Language Learning, 34 (7), 958-978.
  • Karakış, Ö. (2014). The relation between anxiety, motivation, self-efficacy beliefs towards English class and English class achievement of high school students. Doctoral dissertation, Abant İzzet Baysal University, Bolu.
  • Karasar, N. (2004). Scientific Research Methods: Concepts, Principles, and Techniques. Nobel, Ankara.
  • Korosidou, E. & Griva, E. (2021). “Listen to my story, play and interact”: Greek preschool children learning English in a digital environment. Research Papers in Language Teaching and Learning, 11(1), 124–137.
  • Lestariyana, R.P.D. & Widodo, H. P. (2018). Engaging young learners of English with digital stories: Learning to mean. Indonesian Journal of Applied Linguistics, 8(2), 489–495.
  • Mc.Millan, J.H. & Schumacher S. (2001). Research in Education: A Conceptual Introduction. Addison Wesley Longman Inc., U.S.
  • Moiseenko A. V. (2022). Characteristic of the digital news story genre. Speech Genres, 1(33), 66-73.
  • Nassim, S. (2018). Digital storytelling: An active learning tool for improving students’ language skills. PUPIL: International Journal of Teaching, Education and Learning, 2(1), 14-29.
  • OECD (2013). Education at a Glance 2013: OECD Indicators, OECD Publishing. http://dx.doi.org/10.1787/eag-2013-en
  • Okumus, A. (2020). The perceptions and preferences of 8th-grade students in digital storytelling in English. International Online Journal of Education & Teaching, 7(2), 585–604.
  • Porter, B. (2004). Digitales: The art of telling digital stories. Sedalia, CO: bjpconsulting
  • Robin, B. (2006). The Educational Uses of Digital Storytelling. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 709-716). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE).
  • Sawyer, C. B., & Willis, J. M. (2011). Introducing digital storytelling to influence the behavior of children and adolescents. Journal of Creativity in Mental Health, 6(4), 274-283.
  • Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
  • Shasqia, M. (2020). Teaching narrative text in junior high school: digital storytelling in English as a foreign language (EFL) context. Utamax, 2(1), 19–23.
  • Sommerfeld, A. (2011). Recasting non-cognitive factors in college readiness as what they truly are: non-academic factors. Journal of College Admission, 213, 18-22.
  • Sungur, M. A., Şahin, M., Can, G., Şahin, M. F., Duman, K., Pektaş, B., Doğan, S., Abdullah Alkan, Ö., & Onuk, H. (2016). The factors effecting life satisfaction and social adjustment of foreign students at Duzce University. Journal of Duzce University Health Sciences Institute, 6(2), 101-109.
  • Takır, A. & Özerem, A. (2019). The problems of immigrant foreign students in the school environment. Folklor/Edebiyat, 25(97), 639-657.
  • Tanrıkulu, F. (2022). Students’ perceptions about the effects of collaborative digital storytelling on writing skills. Computer Assisted Language Learning, 35 (5-6), 1090-1105.
  • Wang, S. & Zhan, H. (2010). Enhancing teaching and learning with digital storytelling. International Journal of Information and Communication Technology Education (IJICTE), 6(2), 76-87.
  • Yang, Y. T. C., Chen, Y. C., & Hung, H. T. (2020). Digital storytelling as an interdisciplinary project to improve students’ English speaking and creative thinking. Computer Assisted Language Learning, 35(4), 840-862
There are 42 citations in total.

Details

Primary Language English
Subjects Curriculum Development in Education, Program Design, Instructional Design, Teacher Education and Professional Development of Educators, Educational Technology and Computing
Journal Section Makaleler
Authors

Yılmaz Kara 0000-0001-6897-3245

Kaine Gulozer 0000-0002-8617-6570

Project Number 1919B012003456
Publication Date October 28, 2023
Published in Issue Year 2023 Issue: 24

Cite

APA Kara, Y., & Gulozer, K. (2023). The Effect of English Education with Digital Stories on Self-Efficacy, Achievement, and Opinions of Foreign National Teacher Candidates. Journal of Education and Future(24), 31-43. https://doi.org/10.30786/jef.1169721
AMA Kara Y, Gulozer K. The Effect of English Education with Digital Stories on Self-Efficacy, Achievement, and Opinions of Foreign National Teacher Candidates. JEF. October 2023;(24):31-43. doi:10.30786/jef.1169721
Chicago Kara, Yılmaz, and Kaine Gulozer. “The Effect of English Education With Digital Stories on Self-Efficacy, Achievement, and Opinions of Foreign National Teacher Candidates”. Journal of Education and Future, no. 24 (October 2023): 31-43. https://doi.org/10.30786/jef.1169721.
EndNote Kara Y, Gulozer K (October 1, 2023) The Effect of English Education with Digital Stories on Self-Efficacy, Achievement, and Opinions of Foreign National Teacher Candidates. Journal of Education and Future 24 31–43.
IEEE Y. Kara and K. Gulozer, “The Effect of English Education with Digital Stories on Self-Efficacy, Achievement, and Opinions of Foreign National Teacher Candidates”, JEF, no. 24, pp. 31–43, October 2023, doi: 10.30786/jef.1169721.
ISNAD Kara, Yılmaz - Gulozer, Kaine. “The Effect of English Education With Digital Stories on Self-Efficacy, Achievement, and Opinions of Foreign National Teacher Candidates”. Journal of Education and Future 24 (October 2023), 31-43. https://doi.org/10.30786/jef.1169721.
JAMA Kara Y, Gulozer K. The Effect of English Education with Digital Stories on Self-Efficacy, Achievement, and Opinions of Foreign National Teacher Candidates. JEF. 2023;:31–43.
MLA Kara, Yılmaz and Kaine Gulozer. “The Effect of English Education With Digital Stories on Self-Efficacy, Achievement, and Opinions of Foreign National Teacher Candidates”. Journal of Education and Future, no. 24, 2023, pp. 31-43, doi:10.30786/jef.1169721.
Vancouver Kara Y, Gulozer K. The Effect of English Education with Digital Stories on Self-Efficacy, Achievement, and Opinions of Foreign National Teacher Candidates. JEF. 2023(24):31-43.
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