3.1 stories in a traditional way, on a piece

3.

1 ParticipantsIn the present study the purposive sampling method wasutilized in order to explore students’ experience in using Storyjumper inwriting narrative text. 15 students of intermediateproficiency level took part in the study. The participants were chosen from theresearcher’s class groups for a number of reasons, most notably due to themutual good relationship between the teacher and the learners. It also enabledthe researcher to constantly observe the participants’ progress. Furthermore,since this study seeks to describe the impact of digital storytelling onstudent learning, the researcher deployed an in-depth and process based use ofdigital storytelling by a limited number of carefully selected participants whoare on the right developmental level of proficiency in English.3.

2 InstrumentsThe evaluation instruments belowwere used to assess the quality of students’ stories, student perception of theassigned learning tasks and the type of mediation learners were responsive to.3.2.1 Writing Evaluation RubricThis evaluation tool was used toevaluate student performance when using digital storytelling. The writingevaluation rubric assessed the extent to which students gained skills whilelearning through authentic digital tools. As literaturesuggests authentic evaluation tools serve as an appropriate tool to assesslearning tasks which are based on ICT in which there are individual andgroup presentation projects. The researcher used Narrative Writing AnalyticEvaluation Rubric written by Glencoe/McGraw-HillInc.

in order to evaluate learners’ writings.3.2.2 Digital storytelling Website: Storyjumper.

In order to use a platform for learners to create digital storieson, the researcher chose Storyjumper web 2.0 tool. The main reason theresearcher utilized this website was because Storyjumper gives teachers, students,parents, and authors a diverse set of tools in order to create and illustratestories, it also is straightforward, user-friendly and easy to use.3.3 ProcedureThisexperiment is done during three months which is a term long of an English classin AllamehTabatabaee institute of foreign languages. The class term is dividedinto half (two nine sessions), in the first half the identified participants ofthe study are asked to write stories in a traditional way, on a piece of paper.

But in the second half, they are asked to join the website Storyjumper andcontinue with digital storytelling.Inthe first session of the class after administering the proficiency test, theteacher explained the writing evaluation rubrics and she asked the participantsto consider the rubrics and write a story as the pretest of the study. Thestudents were required to write a story for each session of the class. Theywere also asked to keep a daily journal in order to keep track of theirprogress and write how they perceive story writing in traditional way. Theywere handed a Self-Assessment Guide written by the Glencoe/McGraw-Hill, inorder to enable them to evaluate their own writing by completing the sentencesin the self-assessment guid.  Inthe first session of the second half of the class term, Storyjumper wasintroduced to the students.

They were each given a username and password tojoin the virtual class previously created by the teacher and start writingstories. The “How To” video of the website had been previouslydownloaded by the teacher and played in the classroom so that learners wouldn’tbe confused on how to use the tools. As the stories were written at home, tomake sure the digital stories were in fact created by the students themselves,the teacher administered in-class story writing quizzes in random sessions.Their daily reflective journals were also collected each session.Thestudents’ stories were observed by the teacher and corrected; their journalswere also collected every session and analyzed.

At the end of the semester theteacher recorded an interview to gain more in-depth information about how thelearners perceived their writing development and their experience of usingStoryjumper. However, it is notable that the participants are asked to writethe journals in their mother tongue (Persian) in order to maximize theirability to explain how they perceive their new learning experience; theinterviews are also conducted in Persian and then translated to be presented inthis article.   3.4 DataanalysisThis present study has been designedto use both quantitative and qualitative data analysis methods. This research aimsat exploring the effects of digital storytelling on students’ writing ability;therefore, this research will focus on the mediation and the student perceptionusing digital storytelling in their learning environment instead of the oldconventional methods. In order to achieve a complete understanding of theprocess, both quantitative and qualitative data have been collected (mixedmethod).

3.4.1 Repeated Pre and Post Tests.Pre and post tests were used to assess thestudent’s narrative writing ability. The pre-tests were the stories thestudents wrote in the first half of the study.The post tests were designed in asimilar manner to the pre-tests and they were the stories students wrote afterStoryjumper was introduced.

3.4.2 Semi structuredinterviews. In order to gain in-depth information on learners’ perceptionof using Storyjumper in writing, the teacher recorded group interviews; theseserved as the qualitativedata which were collected through semi structured interviews. Later the datawere analyzed in order to evaluate learner perception and attitude toward usingStoryjumper in their classrooms.3.

4.3 Student reflective journals. During the project, the studentswere asked to keep journals which enabled them to assess their writing processas individuals.

Due to the fact that the student reflective journals were animportant item to the research, they were asked to write the journals at home, sothat the risk of any pressurized comments would be eliminated and they wouldhave enough time to reflect on their opinions which they may not have expressedin the classroom or in the interviews.  In order to analyze learners’ perceptions and thetype of mediation they were most responsive to, the researcher used a contentthematic analysis (Hassaskhah, 2016).