The document discusses using digital storytelling (EDS) in the EFL classroom. It outlines the benefits of EDS, including that it can engage and motivate students by combining traditional and innovative storytelling with multimedia tools. EDS is described as a personal educational tool that helps develop students' language, research, technology and presentation skills while improving their command of English through focus on elements like purpose, narration, pacing and grammar. Examples of potential EDS projects in EFL classrooms cover sharing travel experiences, self-presentation, exploring intercultural topics and analyzing discourse structures. The conclusion states that EDS is a multi-purpose tool that can help students enjoy the learning process.

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Integrating the Old and the New:
Digital Storytelling in the EFL
Language Classroom
Carmen Gregori-Signes
Universitat de València Estudi General
Presented by: Dyah Mukaromah
Postgraduate School. Yogyakarta State
University.

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Review about the author
• Dr. Carmen Gregori-Signes.Lecturer at
Universitat de Valencia in the Language
and Linguistics section.Research interest:
discourse analysis, media studies, use of
new technologies in EFL classroom.

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Robin, 2005-2008; Barret, 2004,
2006.
• A good way to engage students in both
traditional and innovative ways of telling a
story. Students learn how to combine
basic multimedia tools with several
activities.

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Signes’s focus:
• Personal Educational Digital Storytelling.
(EDS). To make it easier to differentiate it
from the many different possibilities
offered by the genre.
• The paper focus: expand on the adequacy
of digital storytelling as a language
learning and teaching tool and indicate
some ways of using in different subject.

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Principle of EDS adequacy by
Common European Framework
• 1. innovating in teaching
materials
• 2. motivation
• 3. creativity
• 4. flexibility
• 5. new view on more traditional
ways of learning/teaching

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Characterization of EDS as a tool
for teaching EFL
1. Personal vs. instructional dimension
to include their own personal dimension. The final product will
necessarily have to reflect, in on way or another, the student’s way of
perceiving interpreting and transmitting the knowledge s/he has
acquired or is still acquiring.
2. Skills development
(Barrett, 2006a, 2006b; Robin, 2006), there are a number of skills that
are brought together during the process of creating a digital story.
These include research and writing skills, organization skills,
technology skills, presentation skills, interpersonal skills, or problem-
solving skills, which, in turn, develop digital literacy, global literacy,
technology literacy, visual literacy, or information literacy.

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Good Grammar and Language
Usage
• Important elements for EDS adapted by Robins
(2006) from Center of Storytelling: EDS will be
highly effected by overall purpose of the story,
narrator's p.o.v, dramatic questions, choice of
content, clarity of the voice, paccing of the
narrative, meaningful soundtrack, quality of the
images, economy of the story detail and good
grammar & language usage.
(the last elements related to the main purpose: to
provide them with the means to improve their
command of English.)

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Intercultural Communication
among peer
• One of the purposes of the Common European Framework of
Reference for languages (2001) is to facilitate co-operation and
communication between cultures. EDS, due to its easy production
and the possibility of immediate web publishing, implies a fast
exchange of information and access to the final products.
• EDS is a tool that can be used to help students overcome the shock
of getting to know other cultures. For example, in the project I
initiated with the UVEG (Gregori-Signes, 2006), one of the sections
is Erasmus. In this section, I hope to upload more digital stories that
will shareexperiences of Erasmus international exchange students.
The idea isto include digital stories from both incoming and outgoing
students. These will serve as a reference to get to know more about
the people they may find in the University of Valencia and in Spain,
in general, and also to talk about how some of them felt when going
abroad.

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Sample of EDS web layout

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Content based VS English-Usage
based
• Different types of digital story may suit
different subject (In Valencia: subjects on
English usage & concept subjects).
• Types of digital story could be said to
correspond with any of the traditional
genres. (e,g: personal stories, historical
events, narratives, etc)

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No. EDS Genre based
EDS
English Usage
based EDS
1.
2.
3.
4.
5.
Students shared experience on
latest study tour.
Students exchanging their EDS
product about local historical
event on their area.
EDS about learning words
stress.
EDS about money
managements for students.
EDS discussing on Language
Acquisition Device
√
√
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√
-
-
-
√
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√

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Examples Of Educational Projects In The
EFL Classroom
• 1.peer to peer database. To develop
series of personal educational stories in
different subjects
• 2. Personal Development. Student will be
asked to do self-presentations, self-
development, opinions about one
particular topic, guides for job interviews,
etc.

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3. Intercultural values. Help incoming students integrate
into the Valencian and Spanish way of life in general,
both at academic and sociocultural levels.
4. Discourse organization and structure. It will encourage
students to synthesize and extrapolate the
characteristics of different genres so that they can be
used as a starting point of reference for a more in-depth
study (reception and interpretation) of literary works or
other types of discourse (e.g. advertising, sitcoms,
newspaper articles).

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Conclusion
Introducing EDS within EFL classroom is
beneficial for the multi-purpose tools that
help students enjoy the learning process.

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