Abstract
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.
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Liu, MC., Huang, YM. (2017). An Inquiry-Based Digital Storytelling Approach for Increasing Learner Autonomy in English. In: Wu, TT., Gennari, R., Huang, YM., Xie, H., Cao, Y. (eds) Emerging Technologies for Education. SETE 2016. Lecture Notes in Computer Science(), vol 10108. Springer, Cham. https://doi.org/10.1007/978-3-319-52836-6_23
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DOI: https://doi.org/10.1007/978-3-319-52836-6_23
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