Exploring the use of online digital storytelling among Bangladeshi young learners in English classrooms

Abstract

Digital storytelling has evolved into a modern teaching method that incorporates computer technology and multimedia elements such as photos, videos, and audio. Though widely used in many developed countries’ classrooms, digital storytelling is still an unpopular teaching method in Bangladesh. By using a multiple case study approach, the current study intends to determine the third-grade Bangladeshi young learners' perceptions of online digital storytelling as a part of their English lessons in mainstream Bangla medium schools. Two separate storytelling sessions, in-person traditional storytelling and online digital storytelling were arranged. There was an assessment and individual interview session after the storytelling sessions for the young students. It was revealed that 80% of young students performed better in the online digital storytelling than the in-person traditional storytelling session. Those who excelled in online digital storytelling also perceived it as a better learning tool. Since, digital storytelling has shown to be an effective teaching and learning tool in a variety of educational contexts, it is also capable of replicating its success in Bangladeshi schools. Methods and approaches used in this study will assist English teachers and education researchers in Bangladesh as well as any other ESOL countries to promote digital storytelling in English classrooms.