Our session at the 2016 TESOL convention in Baltimore demonstrated specific activities to highlight the use of storytelling in writing classes for students of diverse levels and especially for those from different cultural backgrounds. Six activities are described below that can help to improve students’ writing.

Activity 1: What Is the Outline?

In this activity, the teacher shows a digital story to the class and asks everyone to either pick out grammatical structures or reconstruct the information from the video; this activity allows students to better understand the outline of the writing genre being studied, such as the narrative genre.

For example, in one class, students in small groups were challenged to write down all the simple past tense verbs they could remember in the clip, “First Prize – MyIligan: A Digital Story Telling Contest” (Arkay, 2009). Afterward, they were to reflect on and discuss why the narrator used the simple past tense in his story.

This activity is useful to get the class to notice the language structures and rhetorical patterns of a particular genre. For instance, to teach transitional devices, instructors can use the digital story above with colored subtitles in order to focus on specific conjunctions or key words. Students need to write these down on their worksheets while watching the clip. Learners can compare their answers afterward and also match common elements of writing such as “the hook,” “main ideas” or “supporting ideas,” and so on, with the events in the story.

In addition, digital stories are helpful to provide practice in brainstorming and are great models for teaching narrative writing. Consider this clip: “Progression – A Digital Story” (Nick, 2012). With digital stories, students frequently feel that they can personally connect with the narrator as well as the topics relating to cultural issues, identities, or learning disabilities. Because the stories are conveyed in a more persuasive manner through this media than through traditional text, students are more likely to enjoy discussing them.

Activity 2: What Do You Think?

Students first view and then discuss a digital story in pairs. The second step is for them to write individual summaries about the content. Next, they describe their reactions, focusing on what they like or do not like about it. Alternately, learners can create a new version of the story based on their opinions.

Example: What is your impression after you watch the digital story about the dyslexic boy in “Progression – A  Digital Story” (Nick, 2012)? What can you learn from his experience? Imagine you have difficulty mastering something. What would your own story of success be?

This activity can be used to help students imitate the model text and create their first drafts by summarizing and paraphrasing, as well as writing their feelings about the narrator’s point of view in the story. Above all, the activity can challenge and inspire learners’ creative writing.

Activity 3: Be a Detective!

The instructor plays half a digital story or uses apps to edit or mix up its parts. An app called Blender (2002) can help edit the videos. Small groups then discuss what is needed to create a smooth, flowing story. If the lesson is carried out in a lab where everyone has computer access, the learners can put the parts of the clip into the correct order. They can then be encouraged either to write the story again to make it more coherent and engaging (e.g., by using conjunctions) or to elaborate, providing more detail.

This activity will enhance students’ awareness of sequencing in writing. It also teaches them about logical and critical thinking as well as idea development.

Activity 4: Deleting Sound!

The teacher has the class view a digital story with no images or sound. The easiest way is to turn off the sound while playing the clip. Students are asked to write a script or poem as well as create visual aids for the story. This activity encourages students’ sensory learning and improves their writing style. It can also be employed to teach tone and expressiveness in writing.

Example: What do you think about the tone of this digital story: “First Prize – MyIligan: A Digital Story Telling Contest” (Arkay, 2009)? Why did the narrator use a soft, touching voice to tell his story? Explain what the effect of this might be on the audience.

Activity 5: Be a Problem Solver

After watching a digital story, students are given an open-ended question for reflection. In response, they write a paragraph or an essay. This digital story can be used to teach critical thinking or provide practice in problem-solution or cause-effect styles of writing.

Example: What happened in this digital story: “Dear Sean - a digital story by Lance Leone” (Lance, 2013)? What was the cause of the problem? If you could change the situation, how would it be different? Write an essay beginning with “Dear Sean.” Your essay will contain the same problem, but you should find a different solution.

Activity 6: Let’s Write Together!

Digital storytelling can be employed in tasks to get students working together. Collaborative writing not only improves learners’ team skills but also allows them to benefit from peer feedback. In this activity, the whole class will brainstorm ideas and create a basic storyline on a specific topic under the instructor’s ongoing support.  Next, each small group will be assigned the task of creating one part of the story.  The teacher will assist all in digitalizing each part using Windows Movie Maker (2012). Afterwards, the story will be pieced together with other groups to create the final digital storytelling.

Conclusion

At the TESOL convention, we emphasized that these six activities can be used as stepping stones to introduce genres and instructional grammar. Digital stories can be adapted to the needs of different writing classes and levels, and to those from different cultural backgrounds. The tone of digital stories is often inspirational, and this can challenge students to think more critically and creatively. Finally, such stories encourage learners to work together collaboratively.

References

Arkay, T. [Michael Lagcao]. (2009, September 25). First Prize – MyIligan: A Digital Story Telling Contest [Video file]. Retrieved from https://www.youtube.com/watch?v=vsuHabO2TYA

Blender.org. (n.d.). Retrieved June 13, 2016, from https://www.blender.org/

Lance, L. [Pat Jones]. (2013, November 8). Dear Sean - a digital story by Lance Leone [Video file]. Retrieved from https://www.youtube.com/watch?v=merliZihSog

Nick, D. (2012, December 2). Progression – A Digital Story [Video file]. Retrieved from https://www.youtube.com/watch?v=gOsMn22xroo

Hanh Dinh is from Vietnam and is enrolled as a graduate student in the TESOL Program at Murray State University. She earned a Bachelor's degree in TESOL and has been teaching English for more than 2 years in both Vietnam and America. Her interests focus on the impact of technology on English teaching.

Nhu Le is from Vietnam and is now pursuing her doctoral research at the University of South Florida. She earned her MA in TESOL from Murray State University and has been teaching English for more than 4 years. This digital storytelling presentation was conducted while she was studying at Murray State University. Her current research focuses on the pedagogical applications of technology in English teaching.