Dijital öyküleme: Çok biçimli öyküsel yazma türü

Bu çalışma dijital öykülemenin İngilizceyi yabancı dil olarak öğrenen öğrencilerin (öyküsel) yazma becerilerine olan etkisini araştırmıştır. Bu çalışma Cumhuriyet Üniversitesi Yabancı Diller Yüksekokulundan İngilizceyi yabancı dil olarak öğrenen 43 hazırlık öğrencisinin katılımıyla gerçekleştirilmiştir. Deneysel bir araştırma olduğu için, bu çalışmaya deney ve kontrol grubu adıyla iki grup araştırma için seçilmiştir. Deney grubu dijital öykülemeye dayalı bir (öyküsel) yazma dersine dahil olmuştur. Kontrol grubu ise geleneksel (öyküsel) yazma dersi almıştır. Bu araştırma 14 hafta sürmüştür. Araştırmaya başlamadan önce her iki gruba da mevcut yazma becerilerini ölçmeyi hedefleyen bir ön test uygulanmıştır. Araştırmanın sonunda, katılımcıların yazma becerilerinde herhangi bir değişiklik olup olmadığını ölçmek amacıyla aynı test her iki gruba tekrar uygulanmıştır. Araştırma bulgularına göre her iki yazma yöntemi de etkilidir. Fakat nicel veri ayrıca göstermiştir ki deney grubu kontrol grubuna göre son testte istatistiki olarak anlamlı bir üstünlük göstermiştir. Bu bulgu ile dijital öyküleme yönteminin diğer geleneksel kâğıda dayalı yazma yöntemine göre daha etkili olduğu sonucu çıkartılabilir. Tüm bu bilgiler, öğrencilerine kendilerini farklı biçimlerde ifade etme yolları açarak, 21. yüzyıl yazma dersinde bugünün öğrencilerinin ilgi ve ihtiyaçlarını karşılamak isteyen eğitimcilere faydalı olacaktır.

Digital storytelling: A multimodal narrative writing genre

This study explored the impact of a digital storytelling (DS)-integrated methodology on English as a foreignlanguage (EFL) learners’ (narrative) writing skills. This current study was conducted at School of ForeignLanguages, Cumhuriyet University with the participation of 43 EFL English-major-students. Because it was anexperimental research study, two groups (one experimental and one control) were chosen for this study randomly;the former was exposed to DS-integrated (narrative) writing instruction, the latter was taught through traditional(narrative) writing practices. The experimental phase lasted for 14 weeks. Before the experimental phase, a pretest was given to both groups in order to determine their writing proficiency levels and at the end of thisexperimental phase, the same test was re-administered to both groups in order to see if there were any changes intheir (narrative) writing proficiency. The results showed that both instruction types namely, DS-integrated writinginstruction and traditional paper-based writing practices were effective in developing learners’ (narrative) writingskills. But the quantitative data also showed that the experimental group students scored significantly higher thanthe control group students at the post test as a result of the participation into the DS-integrated instruction process,suggesting the superiority of DS over traditional writing applications. Overall, the results of this study can helpeducators who are willing to meet today’s students’ needs and expectations in the 21st century composition classesby opening up a new channel for them to express themselves in different modalities.

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