Digital storytelling has been shown by many research studies as an effective learning tool in achieving learner autonomy in language learning. Although the previous studies have worked on the providing students with multimedia authoring tools to unleash their imagination in developing stories, the complexity of the digital story construction still erects challenging barriers to students. Specifically, lacking an appropriate guidance can have a debilitating effect on students’ autonomous behavior and learning performance. This study thus introduced the inquiry-based learning strategy to scaffold learners in creating stories. An experiment comprised of 28 Grade 6 elementary students involving in an inquiry-based digital storytelling project, was conducted to examine their learning outcomes. The results revealed that the students improved their learner autonomy.
CITATION STYLE
Liu, M. C., & Huang, Y. M. (2017). An inquiry-based digital storytelling approach for increasing learner autonomy in english. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 10108 LNCS, pp. 219–224). Springer Verlag. https://doi.org/10.1007/978-3-319-52836-6_23
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