INCORPORATING MULTILITERACY PEDAGOGY ELEMENTS INTO EFL SPEAKING CLASS THROUGH DIGITAL STORYTELLING
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Keywords

Multiliteracy; Teaching pedagogy; Digital Storytelling; EFL Speaking

How to Cite

DEWI, D. S., HARTONO, R., Mursid SALEH, & WAHYUNI, S. . (2023). INCORPORATING MULTILITERACY PEDAGOGY ELEMENTS INTO EFL SPEAKING CLASS THROUGH DIGITAL STORYTELLING. Issues in Language Studies, 12(2), 79–97. https://doi.org/10.33736/ils.5545.2023

Abstract

In a globalised world where cross-cultural communication is becoming increasingly

important, the ability to communicate effectively in various contexts through spoken

language is crucial. Multiliteracy enables individuals to communicate effectively and

confidently in a variety of contexts, both within their own culture and across cultures.

Digital storytelling utilises diverse modes of communication, promotes creativity and

global communication, and integrates technology in the learning process, making it a

valuable tool for multiliteracy pedagogy. Thus, the study aims to show how multiliteracy

pedagogy elements are incorporated into English as a Foreign Language speaking class

through digital storytelling. This is a pilot study in which thematic analysis is used to find

the themes within four knowledge processes of multiliteracy pedagogy in digital

storytelling activity. The findings show that through experience, the students can practise

speaking in an authentic context, develop their language skills through conceptualising

and analysing their stories, and receive feedback from peers and teachers. Therefore,

digital storytelling achieves the purpose of representing all four elements of multiliteracy

pedagogy, namely, situated practice, overt instruction, critical framing, and transformed

practice which facilitate the growth of speaking proficiency.

https://doi.org/10.33736/ils.5545.2023
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