List of Articles Digital Storytelling

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  1 - Digital Storytelling and Theory of Mind: A media for creative mindreading
  Zeinab Khosravi Reza Afhami Parviz Azadfallah
  Theory of Mind (mentalizing) is one of the most important skills for effective interpersonal relationships. In this respect, a great deal of investigations have studied how theory of mind can be enhanced across a range of methodological approaches. Moreover, stories hav More

  Theory of Mind (mentalizing) is one of the most important skills for effective interpersonal relationships. In this respect, a great deal of investigations have studied how theory of mind can be enhanced across a range of methodological approaches. Moreover, stories have long been theorized to influence how we perceive our social world and our peers. Scholars have questioned whether exposure to stories can improve mentalizing. Considering how digital technology has drastically changed the way we communicate and the way we tell our stories, this study investigates the potential of digital storytelling medium for Theory of Mind enhancement. For this purpose, we review previous studies on stories and how they can evoke social processes such as Theory of Mind. We then suggest 3 principles that characterize how digital storytelling can work as a tool for Theory of Mind enhancement. Unlike traditional storytelling medium, digital storytelling can be a participatory medium for creative mind reading. Manuscript profile
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  2 - The Impact of Digital Storytelling on EFL learners' Listening Anxiety
  Mehrak Rahimi Elham Soleimany
  The aim of the present study was investigating the impact of digital storytelling on language learners’ listening anxiety. Sixty intermediate language learners participated in the study and were sampled as the experimental (n=30) and control (n=30) groups. Their e More

  The aim of the present study was investigating the impact of digital storytelling on language learners’ listening anxiety. Sixty intermediate language learners participated in the study and were sampled as the experimental (n=30) and control (n=30) groups. Their entry level listening anxiety was assessed by Foreign Language Listening Anxiety Questionnaire (FLLAQ) with respect to three factors: emotionality, worry, and anticipatory fear. Both groups received listening instruction based on communicative language teaching (pre-listening, listening, and post-listening). Pre-listening and post-listening activities of both groups were the same. For 14 weeks, the experimental group watched and listened to digital stories made by Corel Video Studio Pro X7 in the listening phase of their listening class. Meanwhile, the control group just listened to the narration of the same stories. FLLAQ was used as a posttest to assess participants’ listening anxiety at the end of the experiment. The result of multivariate analysis of covariance (MANCOVA) revealed that the listening anxiety of the experimental group lowered significantly at the end of the experiment in comparison to the control group considering the FLLAQ and its three dimensions. Examining the effect sizes, however, showed that the treatment effect was the strongest for lowering emotionality dimension of listening anxiety (partial eta squared=0.773) in comparison to worry (partial eta squared=0.552) and anticipatory fear (partial eta squared=0.247). Manuscript profile