Is it possible to include impact within an assessment rubric for intermediate language-learners’ oral production? By presenting the results of the Intermediate Japanese Language Digital Storytelling Project conducted at the Australian National University (ANU), this chapter will demonstrate that the answer to this question is yes. This project aimed first to assess the value of using digital stories in Japanese language teaching as an alternative to individual oral presentations or tests, and second to examine methods of encouraging students to become more proactive and to better express their own personal emotions, beliefs, and ideas. Digital stories that combine image, narrative and sound provide a powerful way to develop student communicative skills. These stories mark an intersection between applied linguistics and education, creating a meeting place where pedagogy and practice interact. Digital stories also provide a meeting place where textbook language learning combines with more authentic communication, where teachercentered and student-centered approaches combine and where the storyteller interacts with their audience. Most of all, digital storytelling addresses studentcentered learning expectations in the twenty-first century. It focuses on creative thinking, risk-taking and effective communication, with the added advantage of developing effective technical literacy. It also encourages students to become interactive, collaborative members of their learning community.
|Title of host publication||Intersections: Applied Linguistics as a Meeting Place|
|Place of Publication||Newcastle upon Tyne|
|Publisher||Cambridge Scholars Publishing|
|Publication status||Published - 2014|