SavedAdd your journal

Journals / The Literacy Trek / 2026 / Volume: 12 Issue: 1

Multiliteracy in practice: culture integrated digital storytelling in EFL classes

Deniz Gül(TC MİLLİ EĞİTİM BAKANLIĞI BURSA)
Mustafa Tekin(ÇANAKKALE ONSEKİZ MART ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0001-8487-9718
Pages
—
Publication Date
2026-06-30
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Results show that most students found digital storytelling engaging and effective in improving language skills and cultural awareness.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The rapid growth of technology offers EFL teachers new opportunities to enhance learning through digital tools.
📊
Key Findings & Data:After completing their projects, 21 students answered a questionnaire evaluating the impact of the program on their English learning.
💡
Conclusion & Impact:Results show that most students found digital storytelling engaging and effective in improving language skills and cultural awareness.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Cultural Asset · Digital Storytelling · English as a Foreign Language

Abstract

The rapid growth of technology offers EFL teachers new opportunities to enhance learning through digital tools. Digital storytelling supports multiliteracy by combining visual, auditory, and textual elements, while its project-based nature encourages active student participation and the use of all language skills. This action research explores EFL students’ perceptions of learning English through culturally grounded digital storytelling tasks. In an eight-hour program, high school students in Türkiye selected and presented a local cultural asset using multimodal tools. After completing their projects, 21 students answered a questionnaire evaluating the impact of the program on their English learning. Results show that most students found digital storytelling engaging and effective in improving language skills and cultural awareness. The study concludes that integrating cultural elements into digital storytelling fosters motivation, multiliteracy development, and positive attitudes toward learning English, suggesting its value as a pedagogical tool in EFL contexts.

🔖

Cite This Article

Gül, D., Tekin, M. (2026). Multiliteracy in practice: culture integrated digital storytelling in EFL classes. The Literacy Trek, Volume: 12 Issue: 1. https://doi.org/10.47216/literacytrek.est1864591

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (56)

  1. Akhtar, J. A., Gaffar, A., & Arifin, S. (2023). Implementation of multiliteration pedagogy in education: A socio-cultural perspective. FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam, 12(2), 29–47. https://doi.org/10.32806/jf.v12i02.7629
  2. Aldosari, H., & Alrefai, I. (2020). Exploring the role of cultural teaching in EFL college programs: An introspective study. International Journal of Language and Linguistics, 8(4), 174–184. https://doi.org/10.11648/j.ijll.20200804.18
  3. Angay-Crowder, T., Choi, J., & Yi, Y. (2013). Putting multiliteracies into practice: Digital storytelling for multilingual adolescents in a summer program. TESL Canada Journal, 30(2), 36–52. https://doi.org/10.18806/tesl.v30i2.1140
  4. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
  5. Barua, S. (2023). Digital storytelling: Impact on learner engagement and language learning outcomes. International Journal of Academic and Applied Research, 7(6), 25–39.
  6. Belda-Medina, J., & Goddard, M. B. (2024). The effect of digital storytelling on English vocabulary learning in inclusive and diverse education. International Journal of English Language Studies, 6(1), 110–118. https://doi.org/10.32996/ijels.2024.6.1.11
  7. Belshaw, D. A. J. (2012). The essential elements of digital literacies [Doctoral dissertation, Durham University]. https://dougbelshaw.com/thesis/
  8. Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theory and methods (5th ed.). Pearson.
  9. Brislin, R. W. (1970). Back-translation for cross-cultural research. Journal of Cross- Cultural Psychology, 1(3), 185–216. https://doi.org/10.1177/135910457000100301
  10. Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
  11. Canagarajah, S. (2013). Translingual practice: Global Englishes and cosmopolitan relations. Routledge.
  12. Chan, C. (2019). Digital story retelling: Evaluation of a story-reading workshop promoting open-mindedness in the community. Journal of Evidence-Based Social Work, 16(6), 652–668. https://doi.org/10.1080/26408066.2019.1684410
  13. Clarke, R., & Adam, A. (2012). Digital storytelling in Australia: Academic perspectives and reflections: Academic perspectives and reflections. Arts and Humanities in Higher Education, 11(1-2), 157-176. https://doi.org/10.1177/1474022210374223
  14. Cochran-Smith, M., & Lytle, S. L. (1993). Inside/outside: Teacher research and knowledge. Teachers College Press.
  15. Cope, B., & Kalantzis, M. (2009). Multiliteracies: New literacies, new learning. Pedagogies: An International Journal, 4(3), 164–195. https://doi.org/10.1080/15544800903076044
  16. Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Pearson.
  17. Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE.
  18. Cueva, M., Kuhnley, R., Lanier, A., Dignan, M., Revels, L., Schoenberg, N., & Cueva, K. (2016). Promoting culturally respectful cancer education through digital storytelling. International Journal of Indigenous Health, 11(1), 34–49. https://doi.org/10.18357/ijih111201616013
  19. Erişti, S. D. B. (2014). Effectiveness of digital storytelling on cultural awareness. International Journal of Information Communication Technologies and Human Development, 6(3), 1–12. https://doi.org/10.4018/ijicthd.2014070101
  20. Gyawali, Y. P., & Mehndroo, M. (2023). The 21st century model for pedagogical transformation: Exploring teachers’ identity and professional responsibility. Journal of NELTA Gandaki, 6(1–2), 13–25. https://doi.org/10.3126/jong.v6i1- 2.59707
  21. Hafner, C. A., & Miller, L. (2011). Fostering learner autonomy in English for science: A collaborative digital video project in a technological learning environment. Language Learning & Technology, 15(3), 68–86. https://doi.org/10.64152/10125/44263
  22. Hava, K. (2019). Exploring the role of digital storytelling in student motivation and satisfaction in EFL education. Computer Assisted Language Learning, 34(7), 958–978. https://doi.org/10.1080/09588221.2019.1650071
  23. Hull, G. A., & Nelson, M. E. (2005). Locating the semiotic power of multimodality. Written Communication, 22(2), 224–261. https://doi.org/10.1177/0741088304274170
  24. Johnson, D. W., & Johnson, R. T. (2018). Cooperative learning: The foundation for active learning. In Active learning—Beyond the future (pp. 59–71). IntechOpen. https://doi.org/10.5772/intechopen.81086
  25. Kemmis, S., & McTaggart, R. (2005). Participatory action research. In N. Denzin & Y. Lincoln (Eds.), The SAGE handbook of qualitative research (3rd ed., pp. 559–603). SAGE.
  26. Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.
  27. Kramsch, C. (2009). The multilingual subject. Oxford University Press.
  28. Manganello, F., & Baldacci, M. (2024). Digital stories and inclusive cultures at school: A research study in an Italian primary multicultural classroom. Education Sciences, 14(10), Article 1108. https://doi.org/10.3390/educsci14101108
  29. Maruf, N. (2023). Investigating EFL teachers’ perceptions and meanings on digital storytelling in language learning: A narrative approach. JEELS (Journal of English Education and Linguistics Studies), 10(2), 357–378. https://doi.org/10.30762/jeels.v10i2.912
  30. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). SAGE.
  31. Moorthi, S., & Rawian, R. (2023). English language teachers’ perceptions, knowledge, and practices of analytical thinking skills. European Journal of Humanities and Social Sciences, 3(1), 1–10. https://doi.org/10.24018/ejsocial.2023.3.1.362
  32. Moradi, H., & Chen, H.-F. (2019). Digital storytelling in language education. Behavioral Sciences, 9(12), Article 147. https://doi.org/10.3390/bs9120147
  33. Munzur, Z. (2015). How to transform language education for next generation learners: A path to follow in higher education in the 21st century. Journal of Education and Future, 8, 47–66.
  34. Nuroh, E., Munir, A., Retnaningdyah, P., & Purwati, O. (2020). Innovation in ELT: Multiliteracies pedagogy for enhancing critical thinking skills in the 21st century. TELL: Teaching of English Language and Literature Journal, 8(2), Article 9. https://doi.org/10.30651/tell.v8i2.5001
  35. Ohler, J. B. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity (2nd ed.). Corwin Press. https://doi.org/10.4135/9781452277479
  36. Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410600790
  37. Peshevska, M., & Koceska, N. (2024). The effect of digital storytelling on primary school students. International Journal of Computers in Education, 7(1), 18–26. https://doi.org/10.5281/zenodo.12595197
  38. Purba, H. (2011). The importance of including culture in EFL teaching. JET: Journal of English Teaching, 1(1), 44–56. https://doi.org/10.33541/jet.v1i1.51
  39. Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47(3), 220–228. https://doi.org/10.1080/00405840802153916
  40. Rodríguez, C., Jiménez, M., Guijarro, B., & González, C. (2021). Digital storytelling in education: A systematic review of the literature. Review of European Studies, 13(2), Article 13. https://doi.org/10.5539/res.v13n2p13
  41. Santos, I. and Oliveira, C. (2023). Perceptions as to the relevance of teacher training to make multiliteracies effective. Contribuciones a Las Ciencias Sociales, 16(6), 4406-4424. https://doi.org/10.55905/revconv.16n.6-085
  42. Sever, T. (2014). An investigation into the impact of digital storytelling on the motivation level of students. [Master’s thesis, Çanakkale Onsekiz Mart University] https://tez.yok.gov.tr/UlusalTezMerkezi/tezDetay.jsp?id=Qgf0HlWO4CG2eF M8XXDh2A&no=nRMhQf8IJGtiXgtxoBeyCA
  43. Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: a comprehensive study. Smart Learning Environments, 1(6). https://doi.org/10.1186/s40561-014-0006-3
  44. Stringer, E. (2014). Action research (4th ed.). Sage.
  45. Talan, T. (2021). Meta-analytic and meta-thematic analysis of digital storytelling method. Bartın University Journal of Faculty of Education, 10(1), 18-38. https://doi.org/10.14686/buefad.706231
  46. Tham, D. & Thuy, P. T. T. (2023). The application of digital storytelling in teaching english listening skills to young learners: teachers’ perceptions of benefits and constraints. Vnu Journal of Foreign Studies, 39(2), 164-174. https://doi.org/10.63023/2525-2445/jfs.ulis.5060
  47. Tran, L. H., & Moskovsky, C. (2022). Students as the source of demotivation for teachers: A case study of Vietnamese university EFL teachers. Social Psychology of Education, 25(6), 1527-1544. https://doi.org/10.1007/s11218-022-09732-4
  48. T.C. Kültür ve Turizm Bakanlığı. (2018). Bursa rehberi 2018. https://bursa.ktb.gov.tr/TR-270533/bursa-rehberi-2018.html
  49. Vivitsou, M., Niemi, H., Wei, G., Kallunki, V., & Miao, R. (2017). Teachers’ practices to support student work in digital storytelling: a study on Finnish and Chinese school teachers’ experiences. Seminar Net, 13(2). 10.7577/seminar.2306 https://doi.org/10.7577/seminar.2306
  50. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  51. Wulan, D. R., Drajati, N. A., & Supriyadi, S. (2022). Exploring EFL students’ digital multimodal composing (dmc) affordance: Stories from vocational school. Al- ishlah: Jurnal Pendidikan, 14(2), 2007–2018. https://doi.org/10.35445/alishlah.v14i2.1970
  52. Yang, Y.-T. C., & Wu, W.-C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation. Computers & Education, 59(2), 339–352. https://doi.org/10.1016/j.compedu.2011.12.012
  53. Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri (6. baskı). Seçkin Yayıncılık.
  54. Yu, B., & Wang, W. (2025). Using digital storytelling to promote language learning, digital skills and digital collaboration among English pre-service teachers. System, 129, 103577. https://doi.org/10.1016/j.system.2024.103577
  55. Yuniarti, Y., & Yulian, R. (2022). Digital story telling based on multimodal elements on EFL learners’ speaking performance. JPI (Jurnal Pendidikan Indonesia), 11(2), 308-316. https://doi.org/10.23887/jpiundiksha.v11i2.40217
  56. Zhang, Y., & Chen, X. (2023). Exploring Cultural Identity and Language Development through Digital Storytelling: Tales of Culturally-Linguistically Diverse Secondary Students. International Journal of Technology in Teaching and Learning, 19(2), 128-140. https://doi.org/10.37120/ijttl.2023.19.2.03