DIGITAL STORYTELLING AS A TOOL TO DEVELOP WRITING SKILLS IN INTERMEDIATE FRENCH LEARNERS
Keywords:
Keywords: Intermediate learners, language pedagogy, multimodal learning, writing fluency, vocabulary development.Abstract
Abstract: This study explores the effectiveness of digital storytelling as an innovative pedagogical tool for enhancing writing skills among intermediate French learners. With the increasing integration of digital technology in language education, digital storytelling offers a dynamic platform for learners to engage creatively with the French language, combining textual, visual, and audio elements. The research investigates how digital storytelling activities influence learners' ability to organize ideas, apply grammatical structures accurately, and enrich their vocabulary in written French. Data were collected through pre- and post-intervention writing assessments, alongside qualitative feedback from participants. The findings suggest that digital storytelling significantly improves writing fluency, coherence, and complexity. The study highlights the pedagogical implications for incorporating digital tools in French language curricula to foster learners' writing competence in a communicative and engaging manner.
References
1. Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
2. Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
3. Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.
4. Long, M. H. (2015). Second language acquisition and task-based language teaching. Wiley-Blackwell.
5. Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology, 45(3), 255–287.
6. Reinhardt, J., & Sykes, J. M. (2014). Digital games in foreign language contexts: Research and development. Routledge.
7. Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220-228.
8. Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471–483). Routledge.
9. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
10. Xolboyev, A. (2019). Chet tillarini o‘rgatishda zamonaviy texnologiyalar va ularning samaradorligi. Toshkent: Fan va texnologiya.
11. Karimova, M. (2020). Multimedia vositalar yordamida chet tili o‘rgatish. Samarqand: Samarqand Davlat Universiteti Nashriyoti.
12. Tashkent State University of Uzbek Language and Literature (2021). Chet tili o‘qitish metodikasi. Toshkent.
13. Mirzaeva, D. (2018). Yozma nutqni rivojlantirishda innovatsion metodlar. Buxoro: Buxoro Davlat Universiteti.
14. Ahmedov, S. (2017). Interaktiv ta'lim usullari va ularning ta'limdagi roli. Toshkent: O‘zbekiston Respublikasi Ta'lim Vazirligi Nashriyoti.
15. Lebrun, J.-M. (2010). Pédagogie numérique et apprentissage des langues. Paris: Éditions CNRS.
16. Petit, M. (2015). L’enseignement du français langue étrangère: Méthodes et pratiques. Paris: Hachette.
17. Dubois, A., & Malmberg, B. (2012). La narration digitale: Outils et usages pédagogiques. Revue Française de Linguistique Appliquée, 17(2), 45-60.
18. Bourdieu, P. (1997). Langage et pouvoir symbolique. Paris: Seuil.
