(PDF) Using Digital Storytelling and Weblogs Instruction to enhance EFL Narrative Writing and Critical Thinking Skills among EFL

(PDF) Using Digital Storytelling and Weblogs Instruction to enhance EFL Narrative Writing and Critical Thinking Skills among EFL Majors at Faculty of Education
Using Digital Storytelling and Weblogs Instruction to enhance EFL Narrative Writing and Critical Thinking Skills among EFL Majors at Faculty of Education
Educational Research (ISSN: 2141-5161) Vol. 5(1) pp. xxx-xxx, January, 2014
Available online@ http://www.interesjournals.org/ER
Copyright © 2014 International Research Journals

Full Length Research Paper

Using digital storytelling and weblogs instruction to
enhance EFL narrative writing and critical thinking
skills among EFL majors at faculty of education
Dr. Eman Mohamed Abdel-Hack1 and Dr. Hasnaa Sabry Abdel-Hamid Ahmed Helwa*2
Professor of Curriculum and TEFL Instruction, Faculty of Education, Benha University, Egypt
*2
Lecturer at Department of Curriculum and TEFL Instruction, Faculty of Education, Benha University, Egypt

*Corresponding authors E-mail:
[email protected]
Abstract

The aim of this research is to investigate the effectiveness of using digital storytelling and Weblogs
instruction in enhancing EFL narrative writing and critical thinking skills among EFL majors at Faculty
of Education. The design of the research is one group pre-posttest. The sample of the research
consisted of forty third-year EFL majors, at Faculty of Education, Benha University, Egypt. The
research sample was engaged in certain activities such as storytelling, journal writing, personal
diaries and reflection Weblogs. The instruments of the research included an EFL narrative writing
questionnaire; an EFL narrative writing test; an EFL critical thinking questionnaire; an EFL critical
thinking scale and interview prepared by the researcher. The instruments were applied to the sample
of the research before and after implementing the program. Results of the research revealed that there
is a statistically significant difference between the mean scores of the study sample in the pre and
post assessment of EFL narrative writing and critical thinking skills in favor of the post assessment.
Therefore, the EFL narrative writing and critical thinking skills of the sample were developed as a
result of teaching through integrating digital storytelling instruction and Weblogs. This confirmed that
using digital storytelling and Weblogs instruction is effective in enhancing the EFL narrative writing
and critical thinking skills among EFL majors at Faculty of Education.

Keywords: Digital Storytelling Instruction – Weblogs- EFL Narrative Writing skills- EFL Critical Thinking Skills.

INTRODUCTION

Currently, attention in the EFL classrooms has shifted environment, the weblog, podcasts and digital storytelling
from teacher-centered to student- centered learning. instruction have become progressively popular as
Along with this shift; language instructors have employed authentic and constructive learning tools especially in the
various resources to equip their learners with the language classrooms (Pinkman, 2005, Seitzinger, 2006).
knowledge and skills that can make them more With the growing popularity of computers and the
autonomous and independent in their learning.The internet, communication is no longer limited to a
current advancements in the information and traditional face-to-face communication mode. Computer-
communication technology (ICT) have provided the mediated communication (CMC) prompts mutual and
learners with various tools in the form of computer-based multiple ways of communication that offer people
or Internet-based resources to help them take charge of opportunities to produce writing in real-life situated
their own learning. Thus, many social network services contexts. CMC has been widely received in language
such as Facebook, MySpace and Twitter have become teaching and learning. It increases users' target language
the craze among worldwide. With respect to the use of exposure and production, improves learning attitudes,
this social media in the teaching and learning and encourages learners to learn autonomously and

cooperatively .Weblogs, podcasts and digital storytelling think and make correct decisions independently. It refers
(DS) constitute a typical application of CMC. Blogs have to the ability of individuals to take charge of their own
the potential to be a transformational technology in that thinking and develop appropriate criteria and standards
they provide learning opportunity for learners (Sun, for analyzing their own thinking (Shirkhani and Fahim,
2010). 2011).
Writing requires thinking and cognitive processes to Critical thinking is described as the capacity to work
be produced. It is considered the most complex skill with complex ideas whereby a person can make effective
because it goes through different stages i.e., prewriting, provision of evidence to justify a reasonable judgment, as
writing and editing to reach its final product. It is an the shift of learners from absolute conceptions of
individual process which requires thinking strategies that knowledge towards contextual knowing and as an
allows individuals to express themselves competently in understanding of knowledge and related to its context. It
the other language .It is a complex activity that requires a involves a set of strategies to help students develop
certain level of linguistic knowledge, writing conventions, reflective analysis and evaluation of interpretations or
vocabulary and grammar .It is a process and that heavily explanations, including one’s own, to decide what to
influenced by constraints of genres, then these elements believe or what to do. It involves understanding points of
have to be present in learning activities. It is a continuous view, evaluating positions, and then establishing a critical
process of thinking and organizing, rethinking, and position. Students need multiple opportunities to practice
reorganizing (Al-Hattab, 2006; Franco; 2008; Harmer, critical thinking skills and receive feedback to guide
2004Pope, 2002; Raimes, 2002). improvement (Çavdar and Doe,2012).
Narrative writing serves as informing function, The promotion of critical thinking into the FLT
reporting events that happened or telling stories. Two classrooms is of high significance for several reasons. If
skills involved in this kind of communication are the language learners can take charge of their own thinking,
placement of events in appropriate sequence and the they can monitor and evaluate their own ways of learning
selection of details to include in the story. A narrative is a more successfully. It expands the learning experience of
time-ordered text that is used to narrate events, create, the learners and makes the language more meaningful
entertain and emotionally move an audience. Other social for them. It has a high degree of correlation with the
purposes of narrative writing may be to inform, persuade learners’ achievements (Shirkhani and Fahim, 2011).
and socialize. The main structural components of In addition, the relation between writing and thinking
narrative writing are the orientation, the complication and is bidirectional and makes writing a valuable part of any
the resolution (Boucher, 2011). language course. One cannot write coherently about a
Teo (2006) indicated that during narrative writing, topic without thinking coherently. However that act of
students face several problems, such as grammatical writing also influences thinking. When students write,
errors in their writing, and how to generate ideas for they have a chance to be adventurous with the language
better content. Since writing is a complex problem-solving to go beyond what they have just learned to say and to
process, teachers are recommended to intervene at take risks (Raimes, 1983).
points in the writing process that can most benefit the Eliciting and maintaining students' engagement in
writers. Therefore, in order to help EFL students narrative writing involves not only what they write about
understand the important components in narrative writing but also how their writing is received and responded to.
such as character, setting, problem, and solution, they Teachers respond to students' writing as evaluators who
are provided with complete questions that mostly begin care about form rather than the content. Most EFL
with "wh" words to generate ideas such as ; Who did students hate to write as they have no experience, no
what?; What happened?; Where did it happen?;When confidence, no ideas, a slender vocabulary, skewed
did it happen?; Who are the main characters in the grammar and vague notion of punctuation. So, they
story?; Why did he/she/they do that?; What was the should practice, practice and still more practice to learn
problem?; How did he/she/they solve the problem? ; writing. They are always hesitant to write because they
What happened next? cannot generate ideas and they are afraid of making
Critical thinking has been recently introduced and mistakes. Thus, students' writing might be improved if
gained a high position in foreign language teaching they understand the elements of critical thinking
settings so that nowadays enhancing critical thinking in including: observations, facts, inferences, assumptions,
learners is considered one of the foreign language opinions, arguments, and critical thinking (Abdel-Hack,
teachers’ tasks due to its high position in foreign 2009b, Gocsik, 1997).
language classrooms. It refers to the individuals' ability to Therefore, we need an approach for teaching

narrative writing that make students write freely without text. Hull and Nelson (2005) defined it as a form of
any pressure or fear from correction. One way to help multimedia consisting of images and segments of video
students to improve their narrative writing and critical with background music and a voice-over narrative.
thinking skills is to create writing assignments that require DS has emerged over the last few years as a
students to move back and forth between observation powerful teaching and learning tool that engages both
and inference, facts and assumptions. This can be done teachers and their students. It is the art of telling stories
through integrating technology in the learning \ teaching through the use of various multimedia such as text,
process through using digital storytelling (DS) and images, audio and video. It combines the functions of
weblogs instruction. Thus, when students use DS and visualizing and verbalizing, which are essential for
weblogs, they cannot remain passive. They become able language comprehension and thinking. The process of
to make important critical choices while writing and ask making DS required the students to apply their productive
themselves questions. This way would enable them to skills (writing and speaking). It is the practice of
become better thinkers and better writers. combining narrative with digital content, including images,
Thus, with the technological communication sound, and video, to create a short movie, typically with a
explosion and globalization, there is an experienced shift strong emotional component and captured the
in traditional understandings of literacies to exploring imagination of both students and teachers. It also, helps
diverse modes of meaning-making. Currently, students students work in groups (Kieler, 2010, Panagiotis and
encounter and interact with new digital literacies including Kordaki, 2012, Somdee and Suppasetseree, 2012).
Weblogs, wikis, digital texts and DS. In an effort to blend DS can also foster a sense of ownership in learners,
technology with education, DS and Weblogs are ways to let learners have a deeper understanding of the text and
generate interest, attention, and motivation for the digital facilitate learners to have a longer retention rate of the
generation in today's classroom (Signes, 2008, Yang, text. It can be used to improve learners’ writing skills. DS
2009). can construct the learners’ experience in the content,
Combine the old age tradition of storytelling with the facilitate collaborative activities, promote in-class
latest technology and the result is a compelling tool that discussion, motivate learners to learn critical thinking
motivates students to read more and write better. The skills, and foster understanding of complex ideas (Bran,
technique is called DS. It is a good way to engage 2010, Snelson and Sheffield, 2009).
students in both traditional and innovative way of telling a Thus, DS is an excellent application in the foreign
story. It is emerging as a way to shape narrative and context that improves the traditional storytelling
facilitates efforts to capture classroom moments for techniques, basic word processing programs and social
preservice teachers to reflect upon and revise practice, software by incorporating multimedia and multiliteracies
as well as to develop a teaching consciousness. There resulting in increased levels of engagement, analysis and
are many different definitions of DS, but in general, they critical thinking skills. It has been shown to increase
all revolve around the idea of combining the art of telling learning engagement and improve English reading,
stories with a variety of digital multimedia, such as writing, oral expression and listening comprehension
images, audio, and video. Digital stories revolve around a skills. It is a compelling activity for the language
chosen theme and often contain a particular viewpoint. classroom to motivate students to use the language both
They are typically just a few minutes long and have a inside and outside the classroom. It is recognized as a
variety of uses, including the telling of personal tales, the motivating instructional approach that engages students
recounting of historical events, or as a means to inform or in critical thinking and reflective learning. Technology
instruct on a particular topic (Condy, et al,2012; Malita tools that support DS are readily available and much
and Martin, 2010; Robin, 2006;Robin,2008:222;Tendero, easier to use today than they were in years past.
2006) . Teachers must invest more time/effort in getting both
Also, Robin (2011) defined DS simply as the practice content producers and consumers to develop their
of using computer- based tools to tell stories. It includes storytelling and narrative skills. It usually contains
multiple forms of media: images and/or video, music, text computer based images, text, recorded audio narration,
and narration. Reinders (2011) defined it as simply the video clips and music. It varies in length but in education
telling of stories in electronic form. Students can the most used last between two and ten minutes (Dogan
combine two or more of the following, either and Robin, 2006b; Gillespie, 2009; Maddin, 2012;
produced by themselves or by others: text ;audio ;music Menezes, 2012; Tsou et al., 2006).
;video; Photos. They can produce a video with voice- Thus, through DS students develop communication
over, a website, an audio interview, or simply a written skills, learn to ask questions, express opinions, construct

narratives and write for an audience, improve also their Weblogs, they develop ideas and provide feedback for
language and computer skills by using software that the authors (Noytim, 2010).
combines a variety of multimedia: text, images, audio, Therefore, the impact of DS and weblogs comes from
video and web publishing. Also, when digital stories are students thinking critically about effective combinations
created, students not only become more technologically among audio and visual components. Each story and
literate, but they also become designers, listeners, weblog requires students to gather evidence to support
interpreters, readers, writers, communicators, and their story, assemble and organize them in a way to
thinkers (Banaszewski, 2005). achieve a desired effect. Through DS and weblogs,
The process of finding a digital story forces students begin to comprehend how all the elements of
storytellers to choose a topic that can be appropriately writing a narrative work together and how to manipulate
conveyed to a particular audience or purpose. This them for the best effects in readers and viewers (Malita
creates an opportunity to reflect on life and find deep and Martin, 2010).
connections with subject-matter. After choosing a proper
subject’s story, DS begins with writing. Based on the
outcomes of their initial research and reflection, the digital Review of Literature and Previous Studies
storytellers begin to write and assemble the needed
components of their story. They write, rewrite and 1. EFL Narrative Writing Skills
continue the writing process through multiple drafts. It is
important to note that the most effective digital stories Narrative writing relies on personal experiences and is
have their genre in writing, so it is important to emphasize often in the form of a story. Narrative essays are told from
the value of multiple drafts. Within the writing, it is a defined point of view, often in first person, so there is
important to remember that the story has a central theme. feeling as well as specific and often sensory details
The importance of this theme is for the viewer of the provided to get the reader involved in the elements and
story, even if the story is about another person’s sequence of the story. It offers writers a chance to think
experience, the viewer relates to the story because they and write about themselves and their experiences
have experienced similar types of events in their lives or (Boucher, 2011).
because they are interested or captivated by the theme. Sagita (2009) clarified criteria for assessing writing
Thus, during this process, the digital storytellers will task such as; audience: the writer’s capacity to orient,
develop communication skills, represented by writing. engage and affect the reader. Text structure: the
Through the writing, the digital storytellers can increase organization of narrative features including orientation
their retention and promote critical thinking as well as and resolution into an appropriate and effective text
bring clarity and understanding to complex topics (Malita, structure. Ideas: the creation and selection of ideas for a
2010). narrative character and setting. Character: the portrayal
In addition to DS, weblog is a kind of online diary that and development of character. Setting: the development
has been reported to be a useful tool for language of a sense of place, time and atmosphere. Vocabulary:
learners for a number of reasons. Weblog provides the precision of language choices. Cohesion: the control
authentic writing practice, an opportunity to recycle of multiple relationships over the whole text, achieved
language learned in class, and an alternative way of through the use of words, substitutions, word
communicating with teachers and peers. It helps students associations and text connectives. Paragraphing:
to develop audience awareness, create a collaborative segmenting of text into paragraphs that assists the reader
class environment, and have also been reported to be a to negotiate the narrative. Sentence structure: the
motivating learning activity (Khampusaen ,2012,Mynard, production of grammatically correct and meaningful
2004). sentences. Punctuation: the use of correct punctuation to
Weblogs can be a tool for language educators to use aid reading of the text. Spelling: accuracy of spelling and
in order to encourage learners to reflect on their learning the words that used.
experience and also add comments to other people’s
Weblogs to encourage further reflection. Additionally, 1a. Elements of EFL Narrative Writing Skills
they enhance student analytical and critical thinking skills.
When posting Weblogs, Bloggers compose their Weblogs Narrative writing tells a story; describes feelings and
and monitor their writing carefully because they personal experiences; contains personal reflections,
are aware of the reason that their writing will be interpretations; tells autobiographical stories; describes
virtually published and viewed online. When readers read people, places, and things using devices and techniques

Figure 1. Standard Structure of a General EFL Narrative
Essay, adapted from BING (2011:20).

that evoke clear images; may contain dialogue; is told 1b. The Five-Step Writing Process for EFL Narrative
from a particular point of view; makes and supports a Essays
point; is filled with precise detail; uses verbs and
modifiers; and uses conflict and sequence as does any Teo (2006) examined how to write a narrative essay
story .The narrative skill is important skill to teach in an using the five-step writing process. Students should find
EFL classroom as narrative writing required a high level these suggestions helpful:-
of thinking. Thus, it has become standard practice to use 1. Prewriting for the Narrative Essay: In this
the general narrative structure to teach narrative writing phase, students think about their life experiences in the
for EFL learners. BING (2011) clarified the structure that context of the assignment’s theme. When selecting an
is seen in typical literary work, as follows in Figure 1 experience to write about, they keep in mind that even a
above. small incident can make a good essay topic if it has
Through stories or narratives, students produce, they significance for the writer. If writers feel an emotional
reflect their knowledge of an event converted into a connection to their topic, their narrative essay will be
communicative form. They create these narratives by more effective. Once a topic is chosen, students should
combining cognitive and linguistic skills. A narrative is a spend time sorting through their memories, and recalling
story, no matter how short or long it is. Components of a details. Think about the sequence of events and create
narrative can include character(s), setting, kick-off event, an outline of the story’s narrative flow is very helpful.
character emotions and plans, sequence of events, a 2. Drafting a Narrative Essay: When creating the
direct consequence of the event(s) and a resolution. By initial draft of a narrative essay, follow the outline, but
using stories, the teacher takes students on journeys of focus on making the story come alive, using the following
discovery that introduce them to new ideas of lived techniques:
experience (Bing, 2011). • Personal narrative essays are most naturally
Narrative writing was addressed because students written in the first person, and using “I” gives the story an
are required to generate or retell stories in the classroom, immediacy that engages the reader.
and they are evaluated on their ability to express • In telling the story, don’t gloss over the details.
themselves using precise vocabulary and grammatically Readers have no prior knowledge of the story, and a
appropriate sentences in this genre. It is a skipped detail will skew their understanding.
multidimensional process that involves knowledge of • Use vivid descriptions and words that illustrate. In
story components, word-level skills (e.g. Spelling), narrative writing, the writer’s job is to involve the reader,
language skills (e.g., grammar and syntactic awareness), rather than simply inform.
vocabulary, mechanics, conventions of print, cognitive • While narrative essays are non-fiction, elements
abilities (e.g., working memory), and audience awareness of fiction should not be ignored. True stories also benefit
(Smith, 2011). from the writer’s ability to use plot-building techniques.
Therefore, in a narrative essay, the writer tells a story 3. Revising a Narrative Essay: In the revision
about a real-life experience. Everyone enjoys a good phase, students review, modify, and reorganize their
story especially one that captures the work with the goal of making it the best it can be. In
imagination. However, the narrative essay goes further. revising a narrative essay, students should reread their
In it, the writer places a personal experience within the work with these considerations in mind:
context of a larger theme, such as a lesson learned. • Does the essay unfold in an easy-to-understand
When writing a narrative essay, the writer wants not only progression of events? Do the transitions make sense or
to tell a good story, but also convey why the story has confuse the reader?
meaning.

• Does the essay involve the reader in the understanding of knowledge as constructed and related
experience? Could there be more detail that distracts the to its context. It involves a set of strategies to help
reader’s attention? students develop reflective analysis and evaluation of
• Is the word choice descriptive, or merely interpretations or explanations, including one’s own, to
informative? decide what to believe or what to do. It involves
• Has the larger message of the essay been understanding points of view, evaluating positions, and
conveyed effectively? Has a connection been made then establishing a critical position. Students need
between the experience and its meaning to the writer? multiple opportunities to practice critical thinking skills
Will the reader be able to identify with the conclusion and receive feedback to guide improvement (Çavdar and
made? Doe, 2012).
4. Editing a Narrative Essay: At this point in the David (2012) clarified three key phases of critical
writing process, writers proofread and correct errors in thinking: understanding (summarize a key point),
grammar and mechanics, and edit to improve style and evaluating arguments (discuss to what extent the student
clarity. Having a friend read the essay is a good idea at agrees and disagrees and why) and establishing a
this point, and allows the writer to see their work from a position on the topic Then , he created a set of written
fresh perspective. journal assignments that develop three goals for student
5. Publishing a Narrative Essay: Due to its learning related to critical thinking, as follows:
personal nature, sharing a narrative essay with the rest of Goal 1: Paraphrase what was said: encourage
the class can be exciting .The important thing is to learn students to listen to ideas, examine views carefully,
from the experience and use the feedback to make the gather information, and understand the various points of
next essay even better. view on their own terms without immediately judging the
merits of the positions. This step involves a willingness to
be open-minded and to understand what is being said,
2. Critical Thinking Skills how it is being said, and why it is asserted. Teach
students how to identify key elements of a logical
Critical thinking is defined as the intellectually disciplined statement, the principles and assumptions informing the
process of actively and skillfully applying, analyzing, positions, and the evidence used to support the points of
synthesizing, and/or evaluating information gathered view stated in a written work.
from, or generated by, observation, experience, Goal 2: Evaluate what was said: the next step
reflection, reasoning, or communication, as a guide to requires that students critically evaluate the legitimacy of
belief and action (Saadati, Tarmizi and Bayat ,2010).They the arguments advanced in a written work.
also clarified the constructs of critical thinking in the Goal 3: Establish a position on the topic: after
following table 1 :- completing the first two steps, students should be
They also classified critical thinking skills into six sufficiently prepared to establish, explain, and defend
categorizes as clarified in the following figure 2: their own position.
Therefore, Nasiri, Farsani and Nikoopour (2011) Critical thinking refers to a type of thinking that
investigated the relationship between critical thinking and enables individuals to analyze and evaluate information
the use of direct and indirect language learning strategies about a situation to make appropriate decisions in their
by Iranian learners. They reveal that there is a statistically contexts. People who think critically do not take anything
significant relationship between specific direct and for granted, no matter who says. Instead, they raise vital
indirect language learning strategies such as cognitive, questions, formulate them clearly, gather
metacognitive, and social with critical and assess relevant information, use abstract ideas, think
thinking.While,Thadphoothon (2005:27) proposed a open-mindedly and communicate effectively with others.
model of critical thinking in language learning. He clarified It encourages learners to think independently, share their
the notion of critical thinking in language learning in three ideas, and respect others’ opinions. They must be able to
major aspects: (1) communication, (2) reasoning, and (3) carefully determine to accept, reject or suspend judgment
self-reflection as follows in Figure 3. about a claim. They must also be able to identify and cite
Critical thinking is described as the capacity to work good reasons for their opinions and answers, correct
with complex ideas whereby a person can make effective themselves and others' methods and procedures
provision of evidence to justify a reasonable judgment, (Kabilan, 2000).
as the shift of learners from absolute conceptions Rezaei, Derakhshan, and Bagherkazemi (2011)
of knowledge towards contextual knowing and as an clarified that critical thinkers are those who have a strong

Table 1. Constructs of critical thinking

Adapted from Saadati, Tarmizi and Bayat (2010:543)

Figure 2. Categories of critical thinking, adapted from
Saadati, Tarmizi and Bayat (2010:543)

Figure 3. Proposed Model of Critical Thinking in Language
Learning, adapted from Thadphoothon (2005:27)

intention to recognize the importance of good thinking; Thus, in thinking critically, one integrates cognitive
identify problems and focus on relevant topics; processes and affective dispositions. The ideal critical
distinguish between valid and invalid inferences; suspend thinker possesses the dispositions of: inquisitiveness,
judgments and decisions in the absence of sufficient self-confidence in one's ability to reason, open-
evidence; understand the difference between logical mindedness regarding divergent world views, flexibility,
reasoning and rationalizing; be aware of the fact that fair-mindedness, honesty about personal biases,
one’s understanding is limited and that there are degrees understanding of the opinions of others, reasonableness,
of belief; accurately explain their decisions; develop and commitment to remain well-informed , and reflection. To
present reasoned and persuasive arguments; distinguish engage in critical thinking, one uses the dispositions in
opinions from facts; draw inferences and formulate and conjunction with the cognitive skills. The cognitive skills of
ask appropriate questions. the critical thinker are: interpretation, analysis, evaluation,

inference, explanation, self-regulation and reflection. The teamwork process. In a collaborative environment,
skills are used in a recursive and dynamic manner students are actively engaged in the exchange of ideas
(Kennison, 2003). and are responsible for reaching their own academic
Therefore, critical thinking has been recently gained a goals as well as helping others in their group to succeed.
high position in foreign language teaching settings so that It engages students in critical thinking, research, writing,
nowadays enhancing critical thinking in learners is creativity, and communication and encourages them to
considered one of the foreign language teachers' tasks. be the creators of knowledge (Miller, 2009).
DS and weblogs are the practice of using digital DS is a process that blends media to enrich and
technologies to enhance the essential practice of enhance the written or spoken word. It may have a
narrative writing. It is now easy to add to stories using narration overlay and a music background and may
photographs, recorded sound, related documents, and combine images, audio, and video to tell a story or make
video. Beyond this, using the internet, students can share a factual presentation. Digital stories are most often
stories with far more people. transferred into an 8- to 10-minute video so that they can
be viewed over and over. They can be stored online and
shared from a distance with anytime, anyplace audience.
3. Digital Storytelling Instruction The presentation element of the digital story is an
essential component of the process and the product (
The concept of DS is closely linked to the use of new Frazel ,2010, Miller,2004).
technology. It is a combination of the old storytelling Therefore, the process of DS involves connecting the
tradition and new technology was originally used for other events or information in the story to the audience through
purposes than education and learning. It is a learner personal reflections. It involves writing a script, planning a
centered language learning activity. It is understood as a storyboard, revising the script, sequencing images,
concept where the focus is on producing and sharing a adding narratives, adding transitions and adding music.
story based on a personal experience or memory. It is a Digital stories are usually three minutes long and include
powerful technology tool in education which four elements in the writing process: a point of view, a
integrates computer technologies and the art of telling dramatic question, emotional content and economy to
stories together. It also, can be used as a multimedia limit the scope to a 2 or 3 minute (Gillespie,2009 ,Porter,
tool in language learning to help students improve 2004).
their English language skills by using technology to
tell the story in their own words and voice (Normann, 3a. History of Digital Storytelling in Foreign
2011,Somdee and Suppasetseree, 2012). Language Learning
DS is a means of encouraging student engagement
and reflection. This approach combines the use of Recently, with the emergence of computers and the
technology with the benefits and skills of storytelling, e.g. increasing development of multimedia technology, the
selecting, comparing, inferring, arranging and revising. It general public has the opportunity to create their own DS.
was introduced as an approach to encourage and embed The digital story is a short story, only 2-3 minutes long,
student reflection on the activities in which they were where the storyteller uses his own voice to tell his own
engaged, recognizing that reflection can be enhanced as story. The personal element is emphasized, and can be
a collaborative process. It employs digital technology to linked to other people, to a place, or to anything that will
construct narrative. Using digital technologies, students give the story a personal touch. Thus, digital stories
can turn a one-dimensional writing composition into a become quite emotional and make an impact on the
digital story that can be published and shared to a small, audience. The digital technology offers powerful means
intimate audience or with the world (Jenkins and of sharing the stories and spoken narrative is based on a
Lonsdale, 2007 ,Sylvester and Greenidge, 2009). written script developed by the storyteller himself
DS is an effective way to engage students in their (Lambert, 2006, Zheng et al., 2011).
learning. Using the digital medium for storytelling gives DS is the practice of combining narrative with digital
students an opportunity for using the tools that are content, including images, sounds and video, to create a
relevant and meaningful in their lives. The ability to tell short movie, typically with a strong emotional component.
their story in a variety of ways, combining sounds, music, It can range from the simple use of slides and pictures
graphics, photographs, and original artwork, allows them that correspond to a narrative to the complex use of
to show their understanding and express their creativity. advanced sound, visual, and transition effects. It is a
The power of DS comes from the collaboration and medium of expression, communication, integration, and

imagination. This material is then combined with various Hodges and Banister (2005) indicated that DS involves
types of multimedia, including computer-based graphics, telling stories using multimedia technologies, providing a
recorded audio, video clips, and music (Malita, 2010, format for students to put their thoughts together, visually,
Robin, 2008). and aurally. Also, Banaszewski (2005) defined it as a
Thus, integrating visual images with written text type of visual narrative that requires students to apply
enhances student comprehension, and DS is an these skills. Because the digital story uses still images to
especially good technology tool for collecting, creating, carry the visual messages, students need explicit
analyzing, and combining visual images with written text. instruction in reading images and learning the codes and
Teachers who are able to create their own digital stories conventions.
may find that they can be particularly helpful not only in Hronová (2011) indicated that DS is a useful means
engaging students in the content but also in facilitating of how to combine both personal narratives with the
discussion about the topics presented in a story and use of technology in the classes of English
helping make abstract or conceptual content more language. It employs the use of photographs, video,
understandable (Robin, 2008). audio and music. He defined it as the practice of
DS facilitates the convergence of four student- combining personal narrative with multimedia (images,
centered learning strategies: student engagement, audio and text) to produce a short autobiographical
reflection for deep learning, project-based learning, and movie. It combines a series of still images with a narrated
the effective integration of technology into instruction. soundtrack to tell a story. It makes use of a wide
According to this: (a) DS in an educational process helps variety of techniques including standard storytelling,
students work in groups and strengthen the bonds audio and video recording.
between students in class, and at the same time between DS is a technological application that allows people
students and their teacher,(b)students acquire several to communicate a message to other people. It
technological skills through storytelling, (c) creating digital encompasses some key characteristics, such as;
stories helps the integration of students with learning flexibility, universality, interactivity and community
difficulties through taking with this opportunity an active formation. Flexibility in DS refers to the creation of a non-
role, and (d) the ability to narrate (Clarke and Adam, linear story using digital media technology. Universality
2011,Psomos and Kordaki, 2012, Skinner and Hagood, means that anyone can become the producer of digital
2008). stories, due to the wide availability of computers and
easy-to-use software. Interactivity refers to the
3b. Defining Digital Storytelling participation of users in the development of the stories
using media characteristics that can be mutually
There are many definitions of DS, but they all exchanged. Students experience learning by doing while
coincide in pointing out that digital stories combine making a digital story. When it is integrated into the
traditional means of telling a story with different classroom setting, can be a compelling teaching method
types of digital multimedia: images, audio, and video to gain and hold students’ attention. It provides a creative
(graphics, text, recorded audio narration, video and and open-ended environment. It encourages student-
music to present information on a specific topic).It is centered learning (Barrett, 2006,Oyarzun ,et.al. ,2010,
a good way to engage students in both traditional The Digital Storytelling Association ,2002).
and innovative ways of telling a story. The students
learn how to combine some basic multimedia tools 3c. Importance of Digital Storytelling in Foreign
such as graphics, animation, with skills such as Language Learning
writing, presentation, technology, interview,
interpersonal, problem-solving, and assessment skills DS is becoming a promising transformative technology-
(Hibbing & Erickson ,2003,Signes,2008). supported approach for enhancing learning, including
Alexander (2011) presented a five-part definition of critical thinking skills, motivation, and information literacy.
digital stories, according to which, for assessment Since constructing a successful DS project requires
purposes, they should include a compelling narration of a instructors to pose problems that are deeply connected
story; provide a meaningful context for understanding the with the course content, students are challenged with
story being told; use images to capture and/or expand thinking critically about effective combinations of content
upon emotions found in the narrative; employ music and and multimedia elements while considering the
other sound effects to reinforce ideas and invite audience’s perspective. Digital stories allow opportunities
thoughtful reflection from their audience(s). Michalski, for student control of the learning process and self-

expression, fostering learning confidence and learning levels of student engagement and motivation. They also
motivation (Bull and Kajder, 2004, Yang and Wu, 2012). believed that their students displayed improved
Alexander (2011) indicated that DS lets students own presentational and organizational skills, and improved in
their creative work, taking the narrative process to them. their writing skills.DS enhances their creativity as well as
It can help students' practice collaborative learning. It is their English language skills (Bran, 2010, Clarke and
the practice of combining narrative with digital content, Adam, 2011, Hartley and McWilliam,2009, Miller, 2004,
including images, sound, and video, to create a short Menezes ,2012,Robin,2008)
movie, typically with a strong emotional component. It Müller et al. (2010) indicated that interactive DS helps
can be interactive movies that include highly produced teachers to use role-playing methods in classroom.
audio and visual effects. It can be instructional, Students can develop and test dialogues that are
persuasive, historical, or reflective. automatically correctly spoken out and enacted. It fosters
Digital stories not only reflect each student’s thinking in alternatives and functional equivalences, thus
understanding of the subject, but also allow collaboration, arguably enhancing dialogue skills and provides a means
which can encourage collaborative skills and creativity. for self-directed learning. In addition, Frazel (2010)
DS integrates technology with learning, facilitates an summarized the value of DS as it is active, not passive,
emotional connection to the content, and allows for the process; creates atmosphere of excitement and fun;
sharing of that content. It addresses the need by giving fosters appropriate use of technology within curriculum;
students opportunities to interact and brainstorm through weaves into all subject areas; and effective for both visual
the creative process. Therefore, there are variety of and auditory learners.
reasons of using DS in classroom such as; motivates
students and involves them in the writing process ,helps 3d. Components of Digital Storytelling Instruction
improve writing skills by having students learn to write
with a concise point of view (Boase, 2008,Kieler, DS is an integrated application of multiple media and
2010,Robin and McNeil ,2012). software that utilizes the art and techniques of storytelling
DS is a multimedia text incorporating images with new methods, contributing to helping learners
complemented by a narrated soundtrack to tell a story. It become involved in the learning situation. It is an
encourages students to engage with each other. It effective approach for helping students collect
provides students with a variety of modes that they can information, create new ideas and organize their
use to find and use their own authorial voice through knowledge, which can improve the students'
multiliteracies. Thus, it is an application used to explore comprehension of the learning content. It is an effective
multiliteracy and can be applied to the EFL context approach to promoting cooperation and knowledge
(Gillespie, 2009). construction in classrooms (Bozdoğan, 2012, Handler-
Xu, Park and Baek (2011) indicated that the following Miller, 2008, Hung, Hwang and Huang, 2012).
figure depicts how DS enhances the four student- The seven elements required for oral narratives of
centered learning strategies: student engagement, personal experience are point of view; a dramatic
reflection for deep learning, project-based learning, and question; emotional content; the gist of your voice; the
technology integration into the classroom. These learning power of soundtrack; economy; and pacing. Paul and
strategies can be facilitated through DS activities. They Fiebich (2005) described in detail the five elements
are attracting a great deal of attention from teachers that are shared by all digital stories: a) The
nowadays. To support their views, Sadik (2008) indicated combination of different media used to create them, b)
that educators at all levels can use DS to support the type of action (content and user), c) the open or
students’ learning by encouraging them to organize and closed relationship between the user and the digital story,
express their ideas in an individual and meaningful way d) the limitless context through linking to related, relevant
(Figure 4). information and, e) the presence of multimodal
All digital stories bring together some mixture of communication.
digital graphics, text, recorded audio narration, video and Moreover, Lambert (2006) has argued that DS has
music to present information on a specific topic. It certain key elements:
encompasses all narrative forms and processes Emotional content (while watching a digital story,
produced and shared digitally, including narrative, image- the audience is deeply engaged and its reaction is
only stories, and multimedia narrative integrating image, rewarding for students, it validates their efforts, creativity
sound and text. The teachers who implemented DS in and individuality).
their classroom activities reported significantly higher

Figure 4. Convergence of student-centered
learning strategies. Adapted from Xu, Park & Baek
(2011:183)

Voice and images (as students narrate and 3e. Types of Digital Storytelling
illustrate their own scripts, their ideas are put across
more clearly than in traditional stories, which do not The types of digital stories can be categorized into the
benefit from the input of photos or intonation). following three major groups: 1) personal narratives:
Economy (digital stories are short, which stories that contain accounts of significant incidents in
sharpens the focus of the story) one’s life, 2) historical documentaries: stories that
Pacing (the author adds emotion to the content examine dramatic events that help to understand the
where he or she thinks is necessary). past, and 3) stories designed to inform or instruct the
Sylvester and Greenidge (2010) suggested that when viewer on a particular concept or practice. Thus,Hronová
developing digital stories in a university classroom (2011) clarified different kinds of DS :-
setting, students go through the process of writing a story 1. Photo Stories: they are combinations of still
by traditional methods. The story is recorded and images and texts. Students only need to know how to
preferably as a performance, allowing the audience to take photos and how to make a PowerPoint
hear the personal emotion inflected in the voice. Once presentation in which the photos will be put together
the story has been written and read, personal with the text.
photographs, pictures or image frames that complement 2. Video Words: they are combinations of words or
the narration are included. Music or sound effects are phrases and pictures to make a film or a short and simple
added to enhance the narration. Finally a title frame is presentation. The teacher can take some photos and
included as well as rolling credits to cite sources, and add bring them to the classes and ask students to match the
acknowledgements. Students used media from the pictures with the words.
internet to enhance their stories. 3. Presentations: The most common story-making
Kajder, Bull and Albaugh (2005) clarified the steps to process is a PowerPoint presentation. A presentation is
make a digital story. At the start, storytellers acted as a combination of a text and pictures to present a certain
storywriters by composing the story and the script. After topic. Students have to summarize the most important
working on the storyboard with the script order, the script ideas and present them in a certain order. They are
was revised and selected images were sequenced in the supposed to know more information than just that which
storyboard. Students were told to add effects, transitions is written in the text of the presentation. Students should
and titles before recording their voice over the story be able to speak without notes; they should express their
slides. Narration was required for several reasons: in ideas clearly and keep the touch with audience.
order to have students try out each function of the digital 4. Staging: it is a kind of presentation but the
story, to practice pronunciation skills, to check each students are not focused on facts but they have to
student’s contribution by hearing their voices and finally find a way how to perform their feelings, actions,
to signal the power of one’s own voice on the listener. incidents, sayings etc. Students should present the
Thus, according to Chung (2006) narration through things which are familiar to them.
storyteller’s voice over the images stands as a key factor 5. Video clips: The last kind of DS is a video clip.
for the authenticity. After students complete their movie- While creating a video clip, students put pictures,
making tasks, digital stories prepared by pairs were words, recorded conversations or narrations and music
collected as a requirement of the course, unlike YouTube together to make a meaningful story which covers all
(http://www.youtube.com) as the host used for video kinds of digital stories mentioned above. A video clip
uploading. Therefore, in the study by Snelson and talks about a certain topic which is familiar to the
Sheffield (2009), they selected Facebook story-makers and which reflects his or her personal
(http://www.facebook.com) as the place of digital story point of view.
uploads. Thus, students had the chance to see and Robin (2006) classified the different types of digital
comment on their friends’ work as they wish. stories into three main groups: personal narratives,

historical documentaries, and inform or instruct stories as which aids in the discovery of details essential to their
follows: stories.
A. Personal Narratives: it describes events, Afterward, a story map is designed to illustrate
details, thoughts, feelings, and experience in the writer’s the main components of the story and their relationship to
life, where these events are presented in an order similar the overall narrative. For instructors, story mapping
to what actually happened in time. provides a basis for immediate assessment of students’
B. Historical Documentaries: it describes the life stories and provides feedback on how to improve weaker
of people or institutions. It can also be created by using elements of their stories. In addition, students represent
achieved content such as photographs and other their stories in a storyboard format, arranging the
materials, available on the Internet and other sequence of scenes, effects, and other digital
bibliographic sources. Perhaps the most popular type of components.
digital story is one in which the author tells of personal Each task in this pre-production phase is paper-
experiences. These stories can revolve around significant based, requiring focus on the content rather than
events in life and can be emotionally charged and multimedia elements. Writing scripts and story treatments
personally meaningful to both the author and the viewer. is a key process for creating digital stories since the final
C. Stories That Inform or Instruct:it is used product is media-based.
primarily to convey instructional material in many different During the production phase, students prepare
content areas. Teachers can use this type to present multimedia elements and record their own voices.
information to their students. Then, in the post-production phase, the content is
arranged and edited into a digital story.
3f. Stages of Digital Storytelling in Foreign During the distribution phase, students share
Language Learning their comments and digital stories with others. The
dynamic process of creating digital stories develops a
Several studies have shown that DS goes beyond the deeper connection with the subject matter being learned
capabilities of traditional storytelling by generating as well as relevant extra-curricular experiences.
student interest, concentration, and motivation, facilitating Also, Xu, Park & Baek ( 2011) clarified the steps of DS as
student collaboration and organization of ideas, helping it includes both Storybird and Storyboarding ,as follows:-
students to comprehend complex learning content, and 1. Storybird: It is an extremely engaging
presenting knowledge in a meaningful manner (Sadik, collaborative story writing website that embodies three
2008, Van Gils, 2005). ideas creating, reading, and sharing. It is also a
DS constitutes a meaningful approach for energizing collaborative DS tool that allows students to focus more
instructors and motivating students. It provides a clear on the content of their writing rather than drawing
procedure that helps instructors design instructional pictures. Students are provided with the pictures free
activities easily, based on the learning by doing method collections of art. They just have to add the words to write
of constructivism. DS consists of four phases: pre- stories. Once the art is chosen, students are able to build
production; production; postproduction; and distribution their story by dragging and dropping pictures and
(Yang and Wu, 2012). creating/writing a story to match the pictures chosen.
Pre-production includes five steps :a) posing For teachers, it is very easy to use because storybird
questions in authentic scenarios, b) exploring topical requires minimal teacher preparation and allows them to
information, c) writing the script and eliciting peer review, easily create individual user accounts for students. With
d) performing oral storytelling, and e) designing a story that, teachers can view all story books that students are
map and storyboard. At the beginning of class, the making. Storybird also has online safety for young
instructor poses certain questions about a topic based on students built into it. It can be used collaboratively with,
contexts or experiences related to the students’ lives and either with another student in class or school, or with
interests in order to encourage participants to consider students from different schools in (Menezes, 2012:300).
alternatives and decide upon a topic. 2. Storyboard: It allows the user to organize
Next, students research the topic for information images, text, motion, interviews and music before they
to write scripts which reflect a logical story or sequence of begin making their digital story. It allows the user to
events. visualize how the story will be put together. It also
After completing the scripts, they question each inspires new ideas for the user’s digital story because the
other, engaging in peer critiquing or coaching. Students user sees all of the pieces of the story laid out in front of
first practice telling their stories in a traditional manner, them.

The University of Houston (2009) conducts studies encouraging students to speak in the first person. Images
examining the educational uses of DS. They suggest should carry part of the weight of the story conveyed. The
procedures for DS: In the first stage, the storyteller revision process often includes discussion of which
defines the parameters of the story. The learner should elements the script can convey and which aspects
select a topic for DS. Next, he should search for image images should communicate. Students need to talk about
resources for the story (pictures, drawings, photographs, what they see as well as what they hear and discuss how
maps, and/or charts), audio resources (music, speeches, these elements can work together.
interviews, and/or sound effects), and informational 4. Sequence the Images in the Video story in a
content (perhaps from websites, word processed digital video editor such as iMovie or Movie Maker
documents, or PowerPoint slides).When the student has begins as students import the images into the timeline of
gathered all of his resources, he should begin thinking the video editor and sequence them. This is a speedy
about the purpose of the story. and straightforward process once students have
In the second stage, the storyteller organizes and completed the storyboard. A precursor to this step can
selects specific audio, images, text, and other content for involve scaling the images for the right aspect ratio and
the story. He should import the images and audio into resolution.
Photo Story. The storyteller can modify the number of 5. Add the Narrative Track. Students begin to
images and image order, if necessary. In the third stage, narrate the script one sentence at a time, saving each
the storyteller creates, records, and finalizes the story. He sentence in a separate file to ensure that the order of the
should decide on the purpose and point of view of the sentences is clear. Recording narration sentence by
story and write a script that will be used as narration. He sentence allows students maximum control over the
can record the narration with a computer microphone and pacing of their work.
import the narration into Photo Story. Finally, DS is 6. Add Special Effects and Transitions. The most
finalized by saving it as a Windows Media Video. In the effective stories often use minimal special effects.
fourth stage, the storyteller presents the story and However, these effects are frequently an element that
receives feedback. He can show the story to his initially engages students. A useful compromise involves
colleagues and gather feedback about how the story a requirement for completion of the first five steps before
could be improved, expanded, and used in the adding special effects. Students only use effects when
classroom. If well received, he can teach colleagues how they contribute to the meaning conveyed within the story.
to create their own DS. 7. Add a Musical Soundtrack if Time Permits.
Kajder, Bull and Albaugh (2005) presented strategies The final step is to add a musical soundtrack. Importing a
that offer a starting point for teachers thinking about DS soundtrack is a straightforward process in video editors
in their classrooms, as follows: with two audio tracks such as iMovie. An extra step is
1. Write an Initial Script. The script consists of less required in Movie Maker 2, which only has one audio
than a single double-spaced typed page or the text that track. Once the narration is completed in Movie Maker 2,
can be printed on an index card. The written brief texts the digital movie is rendered, and then re-imported into
can generate a compelling DS. A student who might find the video editor. The rendered images and narration are
a 10 page essay daunting may find a story of this size combined into a united video track, freeing the audio
approachable. track for re-use.
2. Plan an Accompanying Storyboard. The script
is a plan for what to say. The accompanying storyboard is 3g. Process of Digital Storytelling
a plan for what to show. The storyboard consists of a
series of sketches representing the still images and, in Frazel (2010) divided the process of DS into three
some instances, short video clips that comprise the story. stages: preparation, production, and presentation.
Several images are generally sufficient for a two-minute Although presentation is the final step, it is critical that it
DS. informs every aspect of planning and production. The
3. Discuss and Revise the Script. A story circle process takes time, and teachers may want to apply
offers an opportunity to share the script and elicit assessments throughout the development as follows:-
feedback. Classes divide into small groups, facilitated by 1. Preparation Stage: During this stage, students
a discussion leader or teacher. Students read their scripts may develop a concept map, generate storyboards, and
aloud and then receive comments framed with the then create a script for written text or narration. The
prompt. A key element of DS is the personal dimension. teacher should generate a formative assessment rubric to
Therefore the revision process often involves help guide students throughout the process. Teacher and

students define their audience and determine what the representation of their ideas. Likewise, through their
final product will be (video or podcast) and how it will be stories, the students will have the possibility to stand out,
presented (i.e., in class or posted to the web). They and thus they will be more engaged and motivated
organize the materials and plan for the DS regarding the self-representation associated with their
project/assignment. The teacher will decide at this point stories, highlighting specific characteristics or events
whether to have students work as individuals, in small which are part of establishing their personal identity.
groups, or as a whole class. The teacher will also begin Narrative is an essential component of DS. It invites
creation of a formative assessment. As part of the past to interact with the present and helps students to
preparation of the assignment, teachers may choose to construct meaning and make sense of experience. In
create an introductory DS about the topic and have composing the narrative script for DS, the past is
students brainstorm ways to find meaning, point of view, reinterpreted from the present. The composition of a
or emotional connections of their own. narrative requires introspection and reflection that can
2. Production Stage: Once all the resources and ultimately serve to shape students' understanding of both
the storyboard are in place, guided by the formative who they are and who they want to become. Within the
assessment rubric and a partial script, students begin digital format of storytelling, the meaning communicated
production work. Students select visual and audio through the narrative is enhanced with images and music
elements of the DS. If they are creating a video product, (Ross, 2010).
they will most likely be working with a slide presentation Tendero's case study (2006) examined the use of DS
application. Guided by storyboard and script, students and its effects on pre-service English teachers. Data
prepare a narration. The teacher acts as mentor, were collected from class discussions, the teacher
depending on grade level, and assists with activities such journal, students' digital stories, and student interviews.
as putting the slides in order or timing the slides. Music Tendero's analysis of the data presented two emerging
and sound effects may be employed. themes of consciousness and dialogic practice between
3. Presentation Stage: DS should be saved onto a the students. The reflective process involved (i.e.,
file sharing site or archived onto a CD . It is played for the discussions, journaling, editing of video) gave the
classroom or posted to the web. There are many genres prospective teacher the opportunity to critically examine
of digital stories and digital story making applications. his/her dialogue with students.DS is emerging as a way
There is classic DS, and there are photo essays, e- to shape narrative. It values the power of story as a tool
Portfolios, and Weblogs. Students should not be limited for self-discovery and reflection. It is a creative process to
by the categories presented here, only by their own develop self-esteem, critical thinking, Oral and written
imaginations or limitation of tools and time. communication. It has arisen as a form of narrative
Therefore, DS typically begins with a script. The expression that is crafted into a media production.
storyteller assembles rich media to support the ideas and Snelson and Sheffield (2009) clarified that DS has
emotions in that script, including music or other audio arisen as a form of narrative expression that is crafted
effects, personal or public domain images, animations or into a media production. Additionally, through DS, the
video, and other electronic elements. The storyteller student is increasing his creativity, visualization skills,
pieces together and edits DS, creating a short movie, oral language and thinking skills. Digital stories consist of
usually about two to four minutes long, in one of various a series of moving images combined with narration and a
file formats (Lambert, 2002, Lambert, 2009, Meadows soundtrack to tell a story. These stories generally are
and Kidd, 2009). relatively short, just a few minutes in length. It is
storytelling that contains some mixture of computer-
3h. Digital Storytelling and EFL Narrative Writing based images, text, recorded audio narration, video clips,
Skills or music.
The process of finding DS forces storytellers to
DS was introduced as a technique to encourage and choose a topic that can be appropriately conveyed to a
embed student reflection on the activities in which they particular audience or purpose. After choosing a proper
were engaged, recognizing that reflection can be subject’s story, DS begins with writing. Based on the
enhanced as a collaborative process. Thus, by using DS, outcomes of their reflection, the digital storytellers begin
students have the possibility to express themselves in to write and assemble the needed components of their
their own way, as well as having the sense of ownership story. The digital storyteller writes, rewrites and continues
of their digital content creation. Creating DS enables the the writing process through multiple drafts. It is important
students to use their own voice and the potential for wide to note that the most effective digital stories have their

genesis in sound writing, so it is important to emphasize text, images, audio, video and web publishing. The
the value of multiple drafts. Within the writing, it is process of storytelling, based on reflection and
important to remember that the story has a central theme. communication of personal experience, can increase
The importance of this theme is for the viewers of the retention and promote meaning as well as bring clarity
story viewers relate to the story because they have and understanding to complex topics. Also, when digital
experienced similar types of events in their lives or stories are created, students not only become more
because they are interested or captivated by the theme. technologically literate, but they also become designers,
Thus, during this process, the digital storytellers will listeners, interpreters, readers, writers, communicators,
develop communication skills, represented by writing. and thinkers.
Through the writing, they can increase their retention and The process of DS provides high-quality learning
promote meaning as well as bring clarity and experience because the learning experience honors the
understanding to complex topics (Malita, 2010). writing process first. Thus, by writing, the digital
After the draft is completed and the process of storytellers have the possibilities to express and enhance
collecting the different components is also finished, a their creativity by developing exciting and interesting
transformation of the essential components of DS into a stories to capture and retain the audience’s attention.
script would be necessary. At this stage, it is important to Moreover, DS enables authors to recapture creativity,
remember the final goal of processing DS: a digital story develop it and intensify it, apply and reapply it, extend
between 2-3 minutes in length, which is composed of and enhance it (Holdich and Chung, 2003).
about 20-25 images and has a narrative length of about
three-four pages. Thus, it is important to understand that 3i. Digital storytelling and EFL Critical Thinking
DS must be clear, precise, but concise, in order to assure Skills
that the message is correctly understood, in the given
and proper time. Therefore, the digital storytellers will DS is an innovative pedagogical approach that has the
rewrite and rebuild the stories; assembling also the potential to engage learners in student-centered learning,
multimedia elements conveyed, in order to contribute to and enhance learning outcomes across the curriculum .It
the meaning of the story, rather than being included only provides a vehicle for combining digital media with
to make the story more interesting. Thus, through DS, innovative teaching and learning practices. DS
students begin to comprehend how all the elements of encourages additional educational outcomes .It enhances
writing a narrative work together and how to manipulate learners’ motivation, and helps teachers in building
them for the best effects in readers and viewers. constructivist learning environments that encourage
Therefore, by sharing their creation, the digital creative problem-solving based on collaboration and
storyteller could get formative feedbacks and suggestions peer-to-peer communication. In addition, it can be used
from peers. The idea of sharing also includes the to facilitate integrated approaches to curriculum
documentation of resources, and the inclusion of development, and engage learners in higher order
appropriate citation in their products. Thus, they will be thinking and deep learning (Smeda, Dakichand Sharda,
actively engaged in the exchange of ideas and 2010).
expressing opinions, in asking for and receiving Yang and Wu (2012) explored the impact of (DS) on
feedback. Another important benefit of sharing the stories the academic achievement, critical thinking, and learning
is that the digital storyteller is able to observe the story motivation of senior high school students learning English
and is therefore detached from the presentation, as as a foreign language. The one-year study adopted a
opposed to an oral presentation where the author is part pretest and posttest quasi-experimental design involving
of the process. This allows the digital storyteller to 110 10th grade students in two English classes. The
actively participate in the critique with their peers. independent variable was information technology-
Moreover, by sharing a story, it could be obtained a integrated instruction (ITII) on two different levels lecture-
deeper insight into its meaning can be obtained. The type ITII (comparison group) and DS (experimental
sharing and evaluating of digital stories among peers is group). Both quantitative and qualitative data were
an excellent way to foster self-expression (Malita, 2010). collected, including English achievement and critical
Thus, through DS students develop communication thinking scores, questionnaire responses for learning
skills, learn how to ask questions, how to express motivation, as well as recordings of student and teacher
opinions, construct narratives and write for an audience, interviews for evaluating the effectiveness of DS in
also improving their language and computer skills by learning.The findings indicate that DS participants
using software that combines a variety of multimedia: performed significantly better than lecture-type ITII

participants in terms of English achievement, critical Afterwards, all of the digital stories were presented and
thinking, and learning motivation. Interview results published through DS websites for sharing the ideas with
highlight the important educational value of DS, as both their friends in the classroom.
the instructor and students reported that DS increased Sadik’s (2008) mixed-methods study explored the
students’ understanding of course content, willingness to impact DS has on Egyptian high-school students’
explore, and ability to think critically. learning and engagement across the curriculum,
including language arts and English language classes.
3j. Digital storytelling, EFL Narrative Writing and Data revealed that students who created digital stories
Critical Thinking showed significant improvement in engagement levels
and learning outcomes. Students used oral narration
For English language learners, DS is highly beneficial. more than text and expressed personal connections to
Firstly, they are required to use audio and written text. the topic, indicating increased engagement through the
Secondly, students have to research and document their use of authorial voice. One implication of Sadik’s (2008)
work, therefore listening and reading skills are also put to study is DS may encourage oral expression due to
use. Thirdly, Web 2.0 stories have the unprecedented personal engagement with a topic. Increased oral
advantage that once uploaded on the Internet, they have expressive opportunities through DS may result in
a potentially huge audience (Bran, 2010, Dogan and improved oral communication skills.
Robin, 2008). Robin's (2005) four-step approach to creating and
English language classrooms must provide students integrating digital stories into learning was introduced to
with an opportunity to work with technology and develop help groups create, review and evaluate their stories, as
skills required for meaning making and representing clarified in the following table 2.
through digital multimodal texts .This digital literacy DS allows students to construct narrative and
should not be understood only as a part of language expository texts through combining multiple media
learning but as something that prepares students for including images (e.g. photos, graphics), voice, music,
effective performance across the curriculum and in all video, transitions, titles, and movement. They can then
aspects of the modern life where meaning making and save their digital stories as movie files for playback on a
representing activities are required (Churchill et al., 2008, computer or they can export their stories to the internet
Dreon, Kerper and Landis, 2011, Ninet and Corachán, (Boucher, 2011; Di Blas and Paolini, 2013; Skinner and
2011). Hagood, 2008; Lammers, 2012; Zheng et al., 2011).
Yang (2012) in her study explores English language Verdugo and Belmonte (2007) conducted a study to
learners’ crafting process of DS project in an instructional clarify using digital stories to improve listening
setting. By analyzing two English language learners’ DS comprehension with Spanish young learners of English.
projects and their personal crafting narratives, the They show greater improvement in children's progressive
researcher reports how these learners approach understanding of the linguistic structure, vocabulary,
multimodal DS composing, construct hybrid texts to sound patterns and prosody of the foreign language as
deliver their messages, and assign meanings to the compared to that obtained by learners receiving language
semiotic resources used in their DS. instruction without the use of Internet-based technology.
Consequently, Dogan and Robin (2006a) conducted Ramirez-Verdugo and Belmonte’s (2007) quasi-
a study to highlight how the teachers incorporated DS in experimental study investigated the effectiveness of DS
the classroom through investigating the educational uses on the understanding of spoken English by elementary
of creative DS contests for students and teachers. The Spanish ESL students. Students exposed to the DS
results clarified that the teachers who used DS in the scored significantly higher on listening comprehension
classroom observed increases in student skills such as measures than students who listened to stories told by
presentation skills and writing skills. Somdee and the teacher. Visual images in the DS and student
Suppasetseree (2012) conducted a study to investigate interaction with the application helped students focus on
the implementation of DS in developing English the oral language .Therefore, the integration of DS may
speaking skills and the satisfaction toward learning lead to improved reading, writing and oral skills due to
from DS of fifty undergraduate students. The students improved listening comprehension and levels of
were encouraged to create their own DS by telling the engagement. There is a strong case for DS integration
story along with the pictures through window movie into the language arts curriculum based on improved
maker. Their speaking skills were improved when they English communication skills.
rehearse to tell the story with the window movie maker.

Table 2. Robin’s approach to creating and integrating digital stories

Adapted from, Robin (2005)

Normann (2011) conducted a qualitative study to applying blogs in education in recent years. Blogs have
investigate the use of DS in language learning and the potential to be used as supplementary
explore young learners’ meta-reflections on potentials for communication means, collaborative tools, and
learning when DS is used as a learner centered language instructional resources in educational environments. In
learning activity. The sample of the study consisted of a addition, blogs can be used to improve students’ writing
group of secondary school students. Data have been skills .Weblog or blogging has evolved from a simple
collected from questionnaires, semi-structured interviews online diary for self-expression to a complicated
and reflection logs and been analyzed thematically. educational tool for writing. It was viewed as a means of
Results of the study confirmed that DS improved oral and developing students' writing proficiency (Cequena,
written language skills among students. The study also 2013,Tekinarslan,2008).
showed increased motivation among students.
4a. Defining Weblogs

4. Weblogs Weblog is a type of web application that displays serial
entries with date and time stamps. Blogs also possess
Language teachers can use blogs to ask students some features that might help facilitate learning. First,
questions, share viewpoints, and encourage students to blogs are easy to use. For example, after finishing editing
discuss issues and express their concerns. Learners are a new post or writing a comment in a blog platform, the
allowed to collaborate with others to establish a particular post and comment can be instantly published in the
topic of mutual interest. Weblog is an easily created, cyberspace with a click of the submit button. In addition,
updateable website that allows the learner to publish blogs can automatically archive the posts in the reverse
instantly to the internet from any internet connection. An chronological order with the dates stamped, and it is easy
Internet-based weblog, also known as a blog, is to find past works. As blog technology is easy to use for
essentially a homepage managed by a writer. It is a set of both instructors and learners, the application of blogs in
phenomenon that has, since its inception as a manner of the educational field is becoming increasingly popular.
producing anything from online diaries to academic and Second, blogs have much to offer to literacy. Third, blogs
reflective journals, emerged to have the capacity to facilitate interaction and collaboration (Wu and Wu,
engage people in collaborative activity, knowledge 2011).
sharing, reflection and debate. It is claimed that blogging Blog which is also known as online journal or web
influences the way students think about thinking (Mynard, diary is an Internet-based resource which was initially
2004). used by bloggers (blog writers) as personal journals or
Although most of blogs on the Internet are personal diaries. Currently however, blogs are being used to
and journalistic, there has been increasing interest in express and share thoughts, ideas and information with

the wider public. They are user-friendly websites which and open for everyone to read. Therefore, through
are easy to maintain and frequently updated by their blogging, people are able to document their reflections
owners. As a social networking and medium for about things relevant to their daily life experiences,
communication, blogs enabled the users to interact not sharing such things with their friends and/or group
only with the computer, but also with other bloggers. members. Weblogs are an ideal resource for the teaching
Lately, blog is gradually being used as a pedagogical tool of writing because they are easy to create and maintain;
in the classrooms and it is deemed to assume a more encourage students to be more prolific writers; make
communicative role than the less interactive CALL writing easier to share; support group work, feedback,
application (Abu Bakar, Latif and Ya'acob, 2010). and collaboration; provide opportunities to write outside
Weblog is an online journal that users can of class; can link to related texts and multimedia; provide
continuously update, in their own words, online. It utilizes students with a sense of authorship; and can be used in
a simple interface to make it easy for any user to various ways by the instructor (Boas, 2011, Yang, 2009).
construct, without having to understand HTML or web Weblogs have been asserted to have potential values
scripting. In addition, users can even add pictures or in English language education for several reasons. They
audio files to enhance their blog’s attractiveness. provide opportunities for real communication in an
Furthermore, a blog is interactive in the sense that authentic learning environment. The audience of the
readers can respond with comments in just a few steps. writing is not limited to the teacher but extends to
In terms of language teaching and learning, language classmates and other people beyond the classroom.
learners could use a personal blog linked to a course as Thus, Weblogs raise an awareness of having an
an electronic portfolio, showing development over time. authorship and a readership. They enhance reading
Hence, Weblogs could be used to monitor and assess comprehension, improve students’ writing skills and
students’ work as well as to encourage interaction among abilities, provide an exciting and motivating learning
students and between teachers and students (Yang, environment in reading and writing for learners and
2009). promote learner autonomy .Thus, through blogging,
Weblogs are innovative in that they require learners students are able to express and share thoughts, ideas
to interact with one another, not just the computer. For and information with the wider public (AbuBakar, Latif
blog users, or bloggers, the computer is simply the and Ya'acob; 2010, Aljumah, 2012; Noytim, 2010).
medium for communication. By encouraging interaction
with people, blogging takes on a more communicative 4c. Types of Weblogs
role than less interactive CALL applications. Blogging,
and CALL in general, should not replace face-to-face Using weblogs is a useful way to join technology and
interaction, but it may provide a practice environment education inside the classroom and outside the school.
where students can think, reflect, and create language Because blogs are both individualistic and collaborative,
slowly for a real-life audience. Its value as a pedagogical they are capable of providing opportunities to encourage
tool appears to be in its authentic, interesting and self-expression, creativity, and community building. They
communicative nature (Pinkman, 2005). can be used in different academic contexts and settings
for practicing reading and writing because of their
4b. The Importance of Weblogs multidisciplinary format (Taki and Fardafshari, 2012).
Campell (2003) clarified three types of Weblog used
Weblogs can stimulate and provide motivation for reading in the language classroom are the tutor Blog, the learner
and learning. Through the interactive nature of the blog, Blog, and the class Blog. The tutor Blog is run by the
one can read and also comment on what one reads in tutor for the learner and utilized for student reading
expectation of a little discussion and a quest for common practices, exploration of English websites, online
interests and individual differences. By responding on exchanges, and a resource of links for self-study. The
Weblogs, students can get feedback from other learner Blog is run by individual learners themselves. It
audiences throughout cyberspace. They have an allows individual learners to post their thoughts in relation
opportunity to read things in which they are interested to the reading. Thus, it encourages learner self-
and write things they truly wish to write, thereby expression and develops a sense of ownership. Learner
determining their own texts in language education and blog is best suited for reading and writing classes. The
combining text with conversations in a very personal and class Blog is the result of the collaborative effort of an
stimulating way. They are characterized as personal entire class. It encourages learners to post messages,
diary-like-format websites enabled by easy to use tools images and links in relation to classroom discussion

topics. It can facilitate project-based language learning, use of blogging in all the stages of writing process from
and can be used as a virtual space for an international drafting to publishing and assessment. In drafting stage,
classroom language exchange. the students can share their writings through blog pages
Harris (2008) clarified that there are three types of and this will ease the feedback process (Simsek, 2010).
blogs; audio, video and photo blog. The most popular Through blogs, one can write and also comment on
type of audio blog is the music sharing blog. Bloggers what one writes in expectation of a little discussion and a
normally upload their favorite music or their own quest for common interests and individual differences. By
composition and share it with blog visitors. They can also responding on blogs, students can get feedback from
provide links or streaming audio media for their other audiences throughout cyberspace. Students have
subscribers to sites that are musically interesting. Audio an opportunity to read things in which they are interested
bloggers can also document their thoughts through songs and write things they truly wish to write, thereby
and music that they post on blogs. The other type in the determining their own texts in language education and
audio blog is the voice blogs or voice journals. This type combining text with conversations in a very personal and
of audio blog features the actual voice of the blog owner stimulating way. Through blogs, one can write and also
in a Podcast-type broadcast. An audio blog primarily comment on what one writes in expectation of a little
publishes audio files, podcasts, or webcasts. It is discussion and a quest for common interests and
relatively new on the Internet as the blogosphere is individual differences. By responding on blogs, students
mainly composed of and dominated by text and photo can get feedback from other audiences throughout
blogs. Video blog is gaining popularity because of its cyberspace. Students have an opportunity to read things
advantage over text-based blogs. It is an effective tool to in which they are interested and write things they truly
attract attention. Learners prefer to see videos than wish to write, thereby determining their own texts in
written blogs. Photo blog is defined as a form of photo language education and combining text with
publishing and sharing to be published on a certain blog. conversations in a very personal and stimulating way
The dominance and visibility of photographs on a certain (Aljumah,2012).
blog over texts is what makes it a distinct form of photo Ward (2004) has described a blog project he
blog. The process of publishing and sharing photographs implemented in reading/writing class, and found many
is called photo blogging which became an impetus by the positive results. Ward concluded that a majority of his
turn of the century. learners believed that the project assisted their language
learning. He also commented that using Weblogs was a
4d. Weblogs and EFL Narrative Writing Skills way to help increase student interest in their reading and
writing.
In the writing classroom; therefore, Weblogs are qualified In his study, Khampusaen (2012) examines the
as a pedagogical tool. They can replace the cycle of outcomes of a blogging collaboration project among
steps in developing essay: brainstorming, writing, university students on their essay writing skills. Writing
submitting, receiving feedback, revising writing, and feedback was provided by peers and the instructor on
resubmitting. Weblogs clearly benefit the writing blog to help students to write their essays. The results
classroom. They enable the instructor and students indicated that collaborative blogging improved students’
communicate through and about writing. Both sides attitudes towards writing. Feedback increased students’
easily update an online writing promotes blogging as a motivation to write. Collaborative blogging improved
new form to enhance class discussion and create a students’ writing and supported development of related
community outside the classroom. Blogging provides a skills and knowledge. Students’ writing skills were
space where students can interact with one another and improved as a result of feedbacks gained from peers and
can promote collaboration. Using blog has been claimed the instructor. Collaboration, rather than the use of
to encourage students to write more thoughtfully technology encouraged students to improve their writing
(Khampusaen, 2012). skills. In addition, students’ technology skills improved
For the language teacher, the weblog is a timely even though direct instruction related to technology was
arrival which can fulfill many of the needs identified for not provided. Students developed clear literacy skills as
the effective teaching of writing. The weblog provides a they published their essays online. Blogging in writing
genuine audience, is authentically communicative, class made students to become autonomous learners.
process driven, peer reviewed, provides unusual context Taki and Fardafshari (2012) investigated the effect of
and offers a completely new form with creative potential. weblog-based collaborative learning on young Iranian
By forming a learner blog, the writing teacher can make EFL learners’ writing skill and motivation. The participants

were selected from a language institute and divided into There are five features of weblog: personal editorship; a
two groups of experimental and control group. Analysis of hyperlinked posting structure; frequent updates; free
the data revealed that the blogging integrated public access to the content via the Internet; and archived
collaborative learning instruction was more effective than postings. The features of weblogs, including archival of
in-class language learning instruction. The results of the past weblogs by date-posted, hyper linking to other
study indicate that blogs as a tool for language learning webloggers, instant publishing of web content with little
provide a platform for language learners to use the technical skill required, and ways for others to
language actively. Finally, learners were motivated to use comment/feedback, provide new opportunities for people
language and build their autonomy in learning language. to present and express themselves online. Blogs are one
new technology that has played a large role in reshaping
4e. Weblogs and EFL Critical Thinking Skills literate environment (Akçay and Arslan, 2010).
According to Kennedy (2003), blogs have the
Weblogs represent personal diaries that deliver a potential to enhance writing and literacy skills while
particular theme which in the real sense offer personal offering a uniquely stylized form of expression. They are
reflection of the blogger about matters that influence his an excellent way to use educational technology and
or her daily lifestyle. Personal reflective weblogs are storytelling inside the classroom and beyond school
associated to pedagogy and education; they empower walls. Blogs provide opportunities where self-expression
students to develop their critical thinking which makes and creativity is encouraged. They are both individualistic
them even more analytical and responsive to every issue and collaborative because reading and writing can be
they are confronted with (Harris, 2008). used in a variety of academic contexts.
Weblogs can provide an exciting and motivating Therefore, they are valuable tools for current writing
learning environment where students have a sense of instruction in particular. They can promote critical and
ownership and readership. They can be used to enhance analytical thinking; be a powerful promoter of creative,
student critical thinking skills, create social interactions intuitive, and associational thinking; promote analogical
between students and the instructor, students and their thinking; be a powerful medium for increasing access and
peers, and students and a global audience. If used in exposure to quality information and combine the best of
English classes, the issues of students' free choices of solitary reflection and social interaction.
topics for Blogging and neglect of teacher correction and
feedback should be taken into consideration. However,
the focus of Blog writing was on encouraging student Context of the Problem
self-expression in English, that is, the focus is on
meaning and fluency rather than form or accuracy. Teachers face many obstacles in English language
Weblogs are recommended to foster students’ English teaching and learning, for instance, inadequately
language development in a genuine learning environment equipped classrooms and educational technology. They
(Akçay and Arslan, 2010). also lack of opportunity to use English in their daily lives.
Duffy and Bruns (2006) clarified that within the Moreover, most EFL students hate to write as they have
structure of a weblog, students can demonstrate critical no experience, no confidence, maybe no ideas, a slender
thinking, take creative risks, and make sophisticated use vocabulary, skewed grammar and probably vague notion
of language and design elements. In doing so, the of punctuation. So, students should practice, practice and
students acquire creative, critical, communicative, and still more practice to learn writing. They are always
collaborative skills that may be useful to them in both hesitant to write because they cannot generate ideas and
scholarly and professional contexts. they are afraid of making mistakes (Abdel-Hack, 2009b).
English language teachers in Egypt carry out their
teaching activities focusing on contents or information
5. Digital Storytelling, Weblogs, EFL Narrative only, because their main focus is to facilitate learners
Writing and Critical Thinking Skills become proficient in English, rather than developing
higher order of thinking in them. In other words, our
Weblog is a one of the application of Web 2.0. It is teaching learning activities are confined to knowledge
defined as a simple webpage consisting of brief and comprehension level only. Consequently, we are not
paragraphs of opinion, information, personal diary able to help our students develop higher order thinking
entries, or links, called posts, arranged chronologically skills such as of application, analysis, evaluation and
with the most recent first, in the style of an online journal. creating. However, it does not mean that the adherents of

critical thinking deny the importance of information; rather study (N=30). Thus, there is a need for an effective
they maintain that learners should go beyond the teaching strategy or approach for developing EFL
information level, because in real life situations learners narrative writing and critical thinking skills among EFL
need to possess higher order of thinking skills in order to majors at Benha Faculty of Education .So, the present
face their challenges.The application of critical thinking in research aims at examining the effectiveness of using
EFL classrooms is quite possible, because the strategies digital storytelling and Weblogs instruction in enhancing
such as Think Pair Share (TPS), quick write, know- want EFL narrative writing and critical thinking skills among
to know- learned (KWL), jigsaw, predictions by terms EFL majors at Faculty of Education.
,debate prescribed by critical thinking are almost familiar
to the teachers of English. Similarly, the ABC Questions of the Research
(Anticipation, Building knowledge, and Consolidation)
framework followed in teaching following critical thinking To face this problem, the present research answered the
is very much similar to the PWP (Pre-, While and Post) or following questions:
BWA (Before, While and After) framework used in 1. What are the EFL narrative writing skills required for
teaching reading and listening. EFL majors at Faculty of Education?
To document the problem of the present research, 2. To what extent do EFL majors at Faculty of
the researcher conducted a pilot study on a sample of Education these skills?
third year students enrolled in English Section at Benha 3. What are the EFL critical thinking skills required for
Faculty of Education (thirty students). The pilot study EFL majors at Faculty of Education?
consisted of an EFL narrative writing skills test and EFL 4. To what extent do EFL majors at Faculty of
critical thinking scale. The test included three questions in Education these skills?
order to assess the EFL narrative writing skills and critical 5. What is the form of the program based on digital
thinking skills among students. The results of the test and storytelling and Weblogs instruction for enhancing EFL
the scale revealed that students lack concision, they narrative writing and critical thinking skills among
often wander to corporate the ideas without focusing on students at Faculty of Education?
the main ideas covering the whole topic. Therefore, 6. How far is using digital story and Weblogs instruction
students cannot gain a concise topic which contains the effective in enhancing EFL narrative writing skills among
main ideas and several major supporting details. EFL majors at Faculty of Education?
Concision helps the students make their writing focusing 7. How far is using digital story and Weblogs instruction
on the main points. The lack of accuracy: students also effective in enhancing critical thinking skills among EFL
have difficulty in expressing the main ideas clearly. majors at Faculty of Education ?
Generally, they concentrate so much on the unimportant
points. The lack of objectiveness: students often have a
habit of expressing their own opinions. Many of students Significance of the Research
involve in the gaps of interpreting their own thoughts and
giving their own judgments. They cannot state exactly the The significance of the present research is represented in
author’s points of view as well as his or her tone or voice what it may offer for the following:-
during the selection. The lack of coherence: students are EFL Majors at Faculty of Education: as it helps in:-
often not skillful in using suitable connections and they do Developing some EFL narrative writing and
not have a willingness of making a well- organized outline critical thinking skills.
before they write. They consider that writing is simply
Encouraging and motivating them to use the
putting main ideas and supporting details incoherently
language orally and written.
together without connections.
Distinguishing Between Inferences and
Assumptions.
Problem of the Research Anticipate the consequences of alternative
actions.
In spite of the importance of EFL narrative writing skills Differentiate evidence from opinion, common
and critical thinking, there is a lack in them among EFL sense, anecdotes, and appeals to authority.
majors at Benha Faculty of Education. This lack revealed
itself through analyzing some EFL majors' at Benha Distinguish opinions from facts.
Faculty of Education narrative writing skills in the pilot Draw inferences.

Formulate and ask appropriate questions. Modifying the questionnaires according to the jury's
point of view.
Gather data from multiple sources relevant to a
2. Identifying to what extent EFL majors master the EFL
problem to be solved or a decision to be made.
narrative writing skills and critical thinking:-
Thinking With Concepts. Designing EFL narrative writing skills test to assess
EFL Researchers: as it helps in:- third year students' narrative writing skills.
Encouraging them to implement the digital Designing EFL critical thinking skills scale to assess
storytelling instruction in their research. third year students' critical thinking skills.
EFL Teachers: as it helps in:- Designing the interview for evaluating the digital
Providing them with some strategies that might storytelling instruction.
help develop EFL narrative writing and critical thinking Submitting the test and the scale to a jury to modify
skills among students at faculty of education. them.
Curriculum planners: as it helps in:- Modifying the test and the scale according to the
jury's opinion.
Drawing their attention to the efficacy of digital Selecting a sample of Third year students enrolled in
storytelling instruction in narrative writing, critical thinking English Section at Benha Faculty of Education, Egypt.
skills and teaching these strategies in the EFL curriculum. Applying the test and the scale to the study sample
Instruments of the Research for identifying to what extent they master EFL narrative
1. An EFL Narrative Writing Skills Questionnaire, writing and critical thinking skills.
prepared by the researcher. 3. Identifying the features of the program based on digital
2. An EFL Critical Thinking Skills Questionnaire, storytelling and Weblogs instruction through:
prepared by the researcher. Reviewing the literature and previous studies related
3. An EFL Narrative Writing Skills Test, prepared by to digital storytelling instruction and Weblogs.
the researcher. Identifying the procedures that will be followed during
4. An EFL Critical Thinking scale, prepared by the using digital storytelling instruction and Weblogs.
researcher. 4. Identifying the effectiveness of the program based on
5. Unstructured Interview for the evaluation of the digital storytelling and Weblogs instruction through:
effectiveness of digital storytelling and weblogs. Teaching the study sample using the program based
Delimitations of the Research on digital storytelling and Weblogs instruction.
Some EFL Narrative Writing skills required for Applying the EFL narrative writing test and critical
EFL majors at Benha Faculty of Education. thinking skills scale to the study sample after teaching.
Some EFL Critical Thinking skills required for Applying the interview to the study sample after the
EFL majors at Benha Faculty of Education. treatment to evaluate the effectiveness of digital
storytelling and Weblogs instruction.
A sample of Third Year students enrolled in
5. Collecting and statistical analysis of the data.
English Section at Benha Faculty of Education.
6. Analyzing and interpreting results.
7. Recommendations and Suggestions.
Procedures of the Research
Hypotheses of the Research
Following procedures were followed to carry out the
present research:-
1. "There is a statistically significant difference between
1. Identifying the EFL narrative writing and critical
the mean scores of pre and post assessment of the study
thinking skills required for EFL majors at Benha Faculty
sample in overall EFL narrative writing skills in favor of
of Education through:-
post assessment ".
Reviewing literature and previous studies related to
2. "There is a statistically significant difference between
EFL narrative writing skills and critical thinking.
the mean scores of pre and post assessment of the study
Preparing a questionnaire of EFL narrative writing
sample in EFL narrative writing sub-skills ( text structure;
skills required for Third year students.
vocabulary choice; organization; sentence structure;
Preparing a questionnaire of EFL critical thinking
paragraphing; punctuation and conventions) in favor of
skills required for Third year students.
post assessment ".
Submitting the questionnaires to a jury to verify its
validity.

3. "There is a statistically significant difference between Description of the EFL Narrative Writing Skills
the mean scores of pre and post assessment of the study Questionnaire
sample in overall EFL critical thinking skills in favor of
post assessment ". The EFL narrative writing skills questionnaire consisted of
4. "There is a statistically significant difference between seven main skills (text structure; vocabulary choice;
the mean scores of pre and post assessment of the study organization; sentence structure; paragraphing;
sample in EFL critical thinking sub-skills ( interpretation ; punctuation and conventions).
analysis , evaluation , inference ;explanation , reflection
and self-regulation )in favor of post assessment ". The EFL Narrative Writing Skills Test

The EFL narrative writing skills test was prepared by the
11. Method and Procedures of the Research researcher to develop the narrative writing skills
(Appendix B). The test measures the participants' EFL
11.1. Participants of the Research narrative writing skills. The test consisted of three
questions. It was applied to the study sample to assess
The participants of the research were third year students their EFL narrative writing skills before and after applying
enrolled in English section, at Benha Faculty of the program.
Education, Egypt. Forty students participated in the
research. Timing of the EFL Narrative Writing Skills Test

Instruments of the Research The time of the EFL narrative writing skills test lasted two
hours (120 minutes). The two hours were divided
The researcher prepared the following instruments in according to the test.The test consisted of three
order to fulfill the purpose of the present research:- questions. It was counted through getting the mean
1. An EFL Narrative Writing Skills Questionnaire. between the fastest student and the lowest one in
2. An EFL Narrative Writing Skills Test. answering the test questions.
3. An EFL Critical Thinking Skills Questionnaire.
4. An EFL Critical Thinking Scale. Piloting of the EFL Narrative Writing Skills Test
Instruments for collecting qualitative data:
Unstructured Interview.

The EFL Narrative Writing Skills Questionnaire The EFL narrative writing skills test was applied to a pilot
sample of (N=30) EFL majors at Benha Faculty of
The Purpose of EFL Narrative Writing Skills Education, Egypt to investigate the suitability of the test
Questionnaire for the students; the simplicity\difficulty of questions of the
test and the suitability of the time limit needed for
The researcher prepared questionnaire of EFL narrative applying the tests.
writing skills to identify the narrative writing skills that are
necessary for EFL majors at faculty of Education (See Scoring the EFL Narrative Writing Skills Test
Appendix A).
The EFL narrative writing skills test was corrected by the
Sources of Designing the EFL Narrative Writing researcher through using a rubric prepared by the
Questionnaire researcher.

The EFL narrative writing skills were derived from Rubric for Correcting EFL Narrative Writing Test
literature and previous studies and books related to EFL
narrative writing skills such as: Boucher (2011) Purpose of the Rubric
;Holdichand Chung (2003); SAGITA (2009);Smith
(2011);Sun and Nippold (2012). The rubric prepared by the researcher was constructed to
assess students' EFL narrative writing skills.

Description of the Rubric Critical Thinking Scale addressed the extent to which the
student demonstrated one of the critical thinking skills on
The rubric for correcting the EFL narrative writing test five-point Likert scale (See Appendix D).
consists of seven parts; each part has three items
ranging from "3" marks to "1" mark. The first part is Correction of the Scale
devoted to text structure; part two dealt with vocabulary
choice; part three with sentence structure; part four with The items of the EFL Critical Thinking were corrected
organization; part five with paragraphing; part six with using the scoring sheet. The positive and negative items
punctuation and part seven with conventions. were corrected using a rating scale from "5" to "1".

Scoring of the Rubric Unstructured interview

The students were given a rating between "3" to "1" for Interviews are the most common way of collecting data in
their performance in the EFL narrative writing test. The qualitative research .Carrying out interviews allowed me
students were given "3" marks when their performance is to investigate more in depth students’ own reflections.
high and "1" mark when their performance is low. Since I carried out unstructured interviews, this also gave
me the flexibility to adapt the questions based on the
The Purpose of EFL Critical Thinking Questionnaire respondents’ answers, or to go more deeply into the
matters by asking supplementary questions.
The researcher prepared questionnaire of EFL critical
thinking skills to identify the critical thinking skills that are Designing the interview guide
necessary for EFL majors at faculty of Education (See
Appendix C). According to Normann (2011) an interview guide gives an
overview of the various topics to talk about, and also of
Sources of Designing the EFL Critical Thinking the order of the questions. For unstructured interview, the
Questionnaire guide only gives a rough suggestion of possible
questions. I considered that having a pre-prepared
The EFL critical thinking skills were derived from interview guide would help me focus on relevant topics
literature and previous studies and books related to EFL during the interviews. The interview guide was developed
critical thinking skills such as: around three main themes as follows:
Farzaneh, Tarmizi and Baya (2010); Kabilan 1. Motivation: Various aspects respondents and
(2000);Nasiri, Farsani and Nikoopour (2011); interviewees point to as motivating in their own learning.
Rezaei,Derakhshan and Bagherkazemi(2011); Shirkhani 2. Learning: What respondents and interviewees
and Fahim(2011) ;Thadphoothon(2005). understand with learning, both with respect to the
learning process and learning outcome.
Description of the EFL Critical Thinking Skills 3. Digital storytelling as a language learning
Questionnaire activity: What kind of learning potentials respondents
and interviewees define from DST used as a learning
The EFL critical thinking skills questionnaire consisted of activity in second language learning
seven main skills (interpretation; analysis; explanation; In addition to using open questions where I simply
reflection; evaluation; inference and self-regulation). asked the interviewees to tell about , or share reflections
around, the majority of my questions were what and
Description of the EFL Critical Thinking Scale how questions.

The researcher designed the Critical Thinking Scale
(CTS), was used to evaluate EFL majors’ narrative Purpose of interview
writings for evidence of critical thinking. The Critical
Thinking Scale included (22) items for students to To use digital storytelling and weblogs instruction into
understand and give true response. Each item has a five learning, teachers must view it in a positive manner, be
–point-Likert format: (5) strongly agree- (4) agree-(3) not comfortable with and use it effectively. Therefore, the
sure-(2) disagree, (1) strongly disagree. Each item on the need is emphasized to determine what teachers are

thinking about when they are using DS and weblogs and accurately and systematically the content of the
what they are concerned about at the end of the adoption instruments to determine whether the instruments contain
process. a representative sample of the behavior it is intended to
To gain understanding of using DS and weblogs into measure. To clarify the content validity of the
learning and provide richer detail and insights into instruments, they were developed in the light of a
teachers’ experiences, a set of interview questions for systematic and accurate review of literature and related
individual interviews, as qualitative methods, were asked studies. It determined the general form of the
of each teacher in order to provide consistent data. instruments, their items and how they should be graded.
These questions are framed to determine the perceptions The content of instruments are representative of the skills
of the teachers around issues of using DS and weblogs that are intended to be measured.
into learning.
Individual interviews, which were conducted during
and after the period of implementation, were conducted in Determining the Reliability of the Research
person by the researcher, and data were analyzed to Instruments
identify patterns, beliefs, values and practices, as related
to the teachers’ digital storytelling integration. Questions The reliability of the instruments was measured by using
that were asked of participants included:- the test-retest method. The instruments were
What is your view of DS and weblogs? administered to a group of EFL majors, at Benha Faculty
What positive features of DS and weblogs of Education. Then, they were administered to the same
instruction were you able to identify at the end of the group again after two weeks. The Pearson correlation
implementation period? between the two administrations was (0.88) which is
How do you perceive your role as a teacher to significant at the 0.01 level. This means that the
use DS and weblogs? instruments are reliable.
How do you perceive your role as a teacher to
integrate DS and Weblogs?
Do you think DS positively or negatively Design of the Research
influences student learning? Describe
What obstacles did you face in using DS and The present research followed the quasi-experimental
Weblogs with your students and how can they be research in the form of one group pre-test and post-test
overcome? design with both quantitative and qualitative data
analyses. .
Determining the Validity of the Research Instruments

In order to ensure the validity of the research 12. M ATERIAL OF THE RESEARCH
instruments, two methods were used, as follows:
The program based on digital storytelling and
1- Face Validity weblogs instruction

In order to determine the face validity ,the EFL narrative The purpose of the program is to enhance EFL narrative
writing skills questionnaire and the test and the EFL writing and critical thinking skills for EFL majors at Benha
critical thinking questionnaire and scale were submitted Faculty of Education and providing them with some
to a jury of EFL staff members in Curricula and Teaching theoretical knowledge about the EFL narrative writing and
Methods (N=8), (see Appendix E). In the light of the critical thinking skills (For the program, see Appendix
jury's feedback, the instruments are suitable for the F). It aimed at achieving the following objectives:-
students' level. The instruments have clear instructions Develop EFL majors' ability to organize the
and appropriate for measuring what they are intended to narrative features including orientation, complication and
measure. Thus, it could be said that they have face resolution into an appropriate and effective text structure.
validity. Develop EFL majors' ability to choose the
vocabulary and expression that are suitable for the topic.
2- Content Validity Develop EFL majors' ability to control the multiple
threads and relationships over the whole text, achieved
Content validity required the researcher to examine through the use of referring words, substitutions, word

associations and text connectives transitions, pronouns, Reflection blogs.
causal linkage. Guidelines of the program
Develop EFL majors' ability to orient, engage and Building a rapport between the researcher and
affect the reader. students.
Develop EFL majors' ability to segment the text into Providing non-threatening atmosphere.
paragraphs that assists the reader to negotiate the Encouraging interaction between the students and
narrative. the researcher and between the students themselves.
Develop EFL majors' ability to produce Encouraging students' participation in the activities
grammatically correct, structurally sound and meaningful and tasks.
sentences.
Develop EFL majors' ability to use correct and
appropriate punctuation principles. FINDINGS OF THE RESEARCH
Develop EFL majors' ability to use consistent
agreement between parts of speech and focus on The findings of the present research are presented in the
accuracy of spelling and the difficulty of the words used. light of the hypotheses of the research using the
Develop EFL majors' ability to clarify the context, Statistical Package for Social Sciences (SPSS). The
purpose, issue, problem/question, meaning. findings are stated as follows:-
Develop EFL majors' ability to break down, 1-The quantitative findings were dealt with and
examine, or otherwise explore the issues, available presented according to the hypotheses of the study
information, arguments as follows:-
Develop EFL majors' ability to determine the merit,
value, efficacy, advantages, worth, authenticity, validity, Findings of Hypothesis (1)
impact, or significance, of something (e.g., the evidence,
claims, assumptions, biases, arguments, perspectives, The first hypothesis states "there is a statistically
etc.). significant difference between the mean scores of pre
Develop EFL majors' ability to use evidence and and post assessment of the study sample in overall EFL
standards that together are necessary for coming to a narrative writing skills in favor of post assessment ".
conclusion, making decisions, identifying alternatives Table (2) presents the students' mean scores,
generalizing, planning. standard deviations, t -value and level of significance of
Develop EFL majors' ability to state results, justify the pre and post assessment of the study sample in EFL
procedures, explain meaning and present arguments. narrative writing skills.
Develop EFL majors' ability to reflect self- examine, As shown in table (2) that "there is a statistically
pose questions about thinking and self-correct. significant difference between the means scores of the
The program based on DS and weblogs instruction pre and post assessment of the study sample in overall
consisted of six sessions, the first two sessions of which EFL narrative writing skill in favor of post assessment ",
were devoted to the introduction of the program to the where "t-value" is (24.599) which is significant at the
sample of the study. The remained sessions were (0.01) level of significance .Thus, the first hypothesis
instructional sessions through which the EFL narrative was supported.
writing and critical thinking skills were presented to the
study sample. The program lasted seven weeks. The Findings of Hypothesis (2)
researcher used PowerPoint presentation, printed
handouts, the video clips, and pictures in implementing The second hypothesis states "there is a statistically
the program. It was conducted by the researcher with the significant difference between the mean scores of pre
study sample for seven weeks with 120 minute sessions and post assessment of the study sample in EFL
every a week. narrative writing sub- skills in favor of post assessment ".
The second hypothesis has the following sub-
The following is a list of the activities addressed hypotheses
during training: "There is a statistically significant difference
Storyboard. between the mean scores of pre and post assessment of
Storybird. the study sample in EFL text structure skill in favor of
Personal diaries. post assessment".
Journal writing.

Table 2. "t" test between in the pre and post assessment of the studysample in the overall EFL narrative
writing skills

Skills Measurement N Mean S. D. "T" value Df Sig.
Overall EFL narrative pre 40 26.05 2.708 24.599
writing Skills post 40 49.00 4.000 39 0.01

Table 3. "t" test between in the pre and post assessment of the studysample in the EFL narrative writing
Sub-skills

Narrative writing sub- Measurement N Mean S. D. "T" Df Sig.
Skills value
Text Structure Pre 40 3.750 0.669 14.967 39 0.01
Post 40 6.900 0.871
Vocabulary Choice Pre 40 3.475 0.597 18.577 39 0.01
Post 40 7.050 1.085
Organization Pre 40 3.925 0.829 13.275 39 0.01
Post 40 7.175 1.299
Paragraphing Pre 40 4.125 0.883 16.757 39 0.01
Post 40 7.125 0.992
Sentence Structure Pre 40 3.750 0.981 22.193 39 0.01
Post 40 7.425 0.931
Punctuation Pre 40 3.625 0.774 14.287 39 0.01
Post 40 6.900 1.236
Conventions Pre 40 3.725 0.784 11.661 39 0.01
Post 40 6.750 1.149

"There is a statistically significant difference and post assessment of the study sample in EFL
between the mean scores of pre and post assessment of narrative writing skills.
the study sample in EFL vocabulary choice skill in favor As shown in table (3) that "there is a statistically
of post assessment ". significant difference between the means scores of the
"There is a statistically significant difference pre and post assessment of the study sample in EFL
between the mean scores of pre and post assessment of narrative writing sub- skill in favor of post assessment ",
the study sample in EFL Organization skill in favor of post where "t-value" is (14.967) for text structure; (18.577) for
assessment ". vocabulary choice ; (13.275) for organization ; (16.757)
"There is a statistically significant difference for paragraphing ; (22.193) for sentence structure ;
between the mean scores of pre and post assessment of (14.287) for punctuation and (11.661) for conventions
the study sample in EFL Paragraphing skill in favor of which is significant at the (0.01) level of significance
post assessment ". .Thus, the second hypothesis was supported.
"There is a statistically significant difference
between the mean scores of pre and post assessment of Findings of Hypothesis (3)
the study sample in EFL Sentence Structure skill in favor
of post assessment ". The third hypothesis states "there is a statistically
"There is a statistically significant difference significant difference between the mean scores of pre
between the mean scores of pre and post assessment of and post assessment of the study sample in overall EFL
the study sample in EFL Punctuation skill in favor of post critical thinking skills in favor of post assessment ".
assessment ". Table (4) presents the students' mean scores, standard
"There is a statistically significant difference deviations, t -value and level of significance of the pre
between the mean scores of pre and post assessment of and post assessment of the study sample in EFL critical
the study sample in EFL Conventions skill in favor of post thinking skills.
assessment ". As shown in table (4) that "there is a statistically
Table (3) presents the students' mean scores, standard significant difference between the means scores of the
deviations, t -value and level of significance of the pre pre and post assessment of the study sample in overall

Table 4. "t" test between in the pre and post assessment of the studysample in the overall EFL critcal
thinking skills

Skills Measurement N Mean S. D. "T" value Df Sig.
Overall EFL critical pre 40 46.275 3.922 62.180
thinking Skills post 40 96.925 2.556 39 0.01

Table 5. "t" test between in the pre and post assessment of the studysample in the EFL critical thinking Sub-
skills

Critical Thinking sub- Measurement N Mean S. D. "T" Df Sig.
Skills value
Interpretation Pre 40 6.525 1.261 30.037 39 0.01
Post 40 13.850 0.949
Analysis Pre 40 4.600 0.928 40.385 39 0.01
Post 40 13.675 1.047
Evaluation Pre 40 2.650 1.511 7.444 39 0.01
Post 40 4.475 0.505
Inference Pre 40 10.225 2.496 29.771 39 0.01
Post 40 23.750 1.032
Explanation Pre 40 8.425 1.083 21.817 39 0.01
Post 40 13.600 1.0573
Self-regulation Pre 40 7.100 1.6299 20.171 39 0.01
Post 40 13.600 1.105
Reflection Pre 40 6.750 1.316 28.684 39 0.01
Post 40 13.975 0.8002

EFL critical thinking skill in favor of post assessment", the study sample in EFL inference skill in favor of post
where "t-value" is (62.180) which is significant at the assessment ".
(0.01) level of significance .Thus, the third hypothesis "There is a statistically significant difference
was supported. between the mean scores of pre and post assessment of
the study sample in EFL explanation skill in favor of post
Findings of Hypothesis (4) assessment ".
"There is a statistically significant difference
The fourth hypothesis states "there is a statistically between the mean scores of pre and post assessment of
significant difference between the mean scores of pre the study sample in EFL self-regulation skill in favor of
and post assessment of the study sample in EFL critical post assessment ".
thinking sub- skills in favor of post assessment ". "There is a statistically significant difference
The fourth hypothesis has the following sub- between the mean scores of pre and post assessment of
hypotheses the study sample in EFL reflection skill in favor of post
"There is a statistically significant difference assessment ".
between the mean scores of pre and post assessment of Table (5) presents the students' mean scores,
the study sample in EFL interpretation skill in favor of standard deviations, t -value and level of significance of
post assessment ". the pre and post assessment of the study sample in EFL
"There is a statistically significant difference critical thinking sub-skills.
between the mean scores of pre and post assessment of As shown in table (5) that "there is a statistically
the study sample in EFL analysis skill in favor of post significant difference between the means scores of the
assessment ". pre and post assessment of the study sample in EFL
"There is a statistically significant difference critical thinking sub- skill in favor of post assessment",
between the mean scores of pre and post assessment of where "t-value" is (30.037) for interpretation; (40.385) for
the study sample in EFL evaluation skill in favor of post analysis; (7.444) for evaluation; (29.771) for inference;
assessment ". (21.817) for explanation; (20.171) for self-regulation and
"There is a statistically significant difference (28.684) for reflection which is significant at the (0.01)
between the mean scores of pre and post assessment of

level of significance. Thus, the fourth hypothesis was The students were asked “Do you think EFL narrative
supported. writing skills have improved?” All of them answered
“Yes, I do.” They think their own English speaking
2- The qualitative findings were conducted using the skill have improved because they had more confidence
data obtained from the semi-structured interview. to write with their own DS and weblogs when they tell
the story. For example:
The interview aimed at finding the students’ reactions
and comments to their learning through the DS and “I think my narrative writing and critical thinking
weblogs. It took place after the students were given skills have improved because it makes me
the last post-test. Twenty students were interviewed. happy with writing activity."
Each interview lasts between ten to fifteen minutes.
While interviewing, a tape-recorder was used to The students were asked how the DS and weblogs help
ensure the interview process and ease review process. them to improve their narrative writing and critical
Then, the data was classified into positive and negative thinking. Many students liked to study by themselves
reactions. to improve their narrative writing and critical thinking.
They think the website promoted independent learning
Does Digital Storytelling (DS) and weblogs to narrate the story. As some of the students’ interview
instruction provide positive opinions toward are shown:
improving EFL narrative writing and critical
thinking skills? “It makes me more interested in writing process
and activities. Moreover I also have opportunity
To answer this question, a total of twenty students were to think critically when I tell the story . It is an
interviewed in this study, as the topics are related to the interesting activity.”
feeling of using DS and weblogs for enhancing EFL
narrative writing skills. The students were asked about Eight students reported that they benefited from the
how they feel about using DS and weblogs .All of the experience, particularly in terms of planning different
students had positive feelings of DS and weblogs. tasks. They all stated that their motivation to learn had
Eighty-five percent of them said that they like DS and increased. Seven students also added that the exchange
weblogs because they allowed them to practice and of viewpoints assisted them in writing more thoughtfully,
improve English writing skill and higher order thinking and they had improved their writing skills through regular
skills. They were easy to use and also interesting and posting on the blogs. Pedagogical intervention could,
enjoyable. Here are some of the results during the therefore, encourage students to show their ability to
students’ interview: become independent learners through DS and blogging.
Hence it is imperative that the right type of activity is
“I like them. I think they are very useful.” chosen when using blogs as a tool for learning so that
“DS and weblogs are very interesting and learners can profit from the learning environment.
beautiful. Moreover they are very easy to use. I According to the findings, it can be concluded that DS
can understand the vocabulary on the website.” and weblogs had positive effects on the improvement of
students’ narrative writing and critical thinking skills.
The students were asked “Do you enjoy using DS and Students are motivated, engaged and interested in DS
weblogs? Why? Or Why not?” All of them answered and weblogs. Robins (2008) found that digital storytelling
“Yes, I do.” They enjoyed using DS and weblogs because has captured the imagination of both students and
they are very beautiful and the lessons are easy to teachers. At all levels of the study and in most subjects
understand with many pictures. As some of the students’ can use digital storytelling in many ways to support
interview are shown: students’ learning by encouraging them to organize and
express their own ideas and knowledge in an individual
“I am so excited that I know how to use the and significant ways.
technology improving my EFL narrative writing and
critical thinking skills.”
“I enjoyed using the website because I can practice DISCUSSION OF RESULTS
my English language by telling the story. I can
tell my story whenever I want and nobody The main purpose of this study is to enhance EFL
laugh at me when I say something wrong.” narrative writing and critical thinking skills among EFL

majors through using digital storytelling and weblogs responding on blogs, students can get feedback from
instruction. The program included variety of tasks and other audiences throughout cyberspace. Students have
activities for helping students to enhance their EFL an opportunity to read things in which they are interested
narrative writing and critical thinking skills. The results of and write things they truly wish to write, thereby
the study investigated that, the program proved to be determining their own texts in language education and
statistically and educationally significant in enhancing combining text with conversations in a very personal and
students' narrative writing and critical thinking skills. stimulating way. These results are consistent with
Therefore, the online nature and user-friendly Khampusaen (2012) who examined the outcomes of a
characteristics of both DS and Weblogs encourage blogging collaboration project among university students
students’ self-expression in English. DS and Weblogs are on their essay writing skills. Duffy and Bruns (2006)
a powerful tool for English language learning particularly clarified that within the structure of a blog, students can
writing skills. The sense of ownership in the Blogging demonstrate critical thinking, take creative risks, and
process encourages students to write more freely – they make use of language and design elements.
are engaged in fluency work, rather than accuracy work. The results of the research are consistent with
In other words, they focus on meaning rather than forms Sadik’s (2008) mixed-methods study explored the impact
and the writing is meaningful in an authentic environment. DS has on Egyptian high-school students’ learning and
Blogging increases student interest, motivation and engagement across the curriculum, including language
confidence in writing. Interestingly, students’ awareness arts and English language classes. Data revealed that
of a ‘real’ audience with Weblogs being publicly students who created digital stories showed significant
accessible encouraged them to monitor their writing. improvement in engagement levels and learning
These results are consistent with Snelson and Sheffield's outcomes. Students used oral narration more than text
study (2009) clarified that through DS, the student is and expressed personal connections to the topic,
increasing his creativity, visualization skills, oral language indicating increased engagement through the use of
and thinking skills. Yang and Wu's study (2012) authorial voice. One implication of Sadik’s (2008) study is
confirmed the impact of (DS) on the academic DS may encourage oral expression due to personal
achievement, critical thinking, and learning motivation of engagement with a topic. Increased oral expressive
senior high school students learning English as a foreign opportunities through DS may result in improved oral
language. communication skills.
Therefore, students described their writing strategies Digital storytelling is the practice of combining still
such as planning their writing, reference checking in images with a narrated soundtrack including both voice
terms of grammar and spelling, and making sure their and music. The process of digital storytelling begins
writing would convey the meaning they intended. In spite similarly to t ‘traditional’ writing process and includes
of some mistakes and errors of student Blog entries, brainstorming or topic selection and drafting. However,
student writing conveyed the meaning. They exhibited after the drafting process, students construct a
their writing abilities in using complex sentences, ideas storyboard or story map to visualize how the story will
and opinions expressions. They also used the pictures look. Here, the students plan what media to use and how
and photos to illustrate their writing. Interestingly, Blog they might best work together to depict an important,
entries of the student that were read and commented by engaging, and informative story. Next, students proceed
the foreigners confirm a ‘real’ and ‘global’ audience. The to the production stage.
students like the comment facility and value exchanging
ideas and opinions as fostering their analytical and critical
thinking skills. CONCLUSION
A weblog encourages students to read, write, and
converse more often. Web logs offer opportunities for In conclusion, DS and weblogs were suitable tools for
authentic expression in the external world. Weblogs can EFL majors at Benha Faculty of Education, Egypt for
motivate students to write and get them to understand increasing their knowledge of English. Moreover, they
that there is an audience for them, and that their were a means for increasing students’ motivation to
communication through words needs to be effective improve and practice their EFL writing and critical
because their peers and the world are reading. Through thinking skills. In this research, encouraging students
blogs, one can write and also comment on what to learn was defined as persuading students to
one writes in expectation of a little discussion and a quest participate in the activities, by making activities
for common interests and individual differences. By interesting for them, making them believe that they

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