Effectiveness and Pitfalls of Digital Storytelling Project on Metacognitive Strategies in L2 Writing


With the pervasiveness of digital technology, students have been exposed to multimodal literacy activities in their daily life; however, in many L2 classroom settings, traditional practice of literacy is still prevailing. L2 writing education focuses more on the written genre features while overlooking the inseparable impact of other modalities in the composing process. Seldom did we understand how the integration of multimodality may affect the writing process as well as products of L2 learners. The purpose of this study is to explore the role of multimodality for EFL writing. Specifically, it examines the impact of digital storytelling project on fostering metacognitive strategies and higher order thinking ability of undergraduate students. The participants included 40 non-English-majored undergraduates at a medical university in Taiwan. Participants were requested to compose a personal narrative, and were guided to turn their narrative into digital story projects through structured instructions. While traditional value of literacy, i.e. printed-based text, is still valued and practiced as in-class learning tasks, students are guided to examine different affordances of other modalities and to be conscious of the genuine audience in various of multimedia platforms. Finally, while acknowledging the challenges that the new approach may bring to the teaching and learning of L2 writing, the integration of multimodality will reinvigorate L2 writing pedagogy.


Digital Literacy, Multimodal Composing, L2 Learners


Learning in Higher Education


Paper Presentation in a Themed Session


  • Yu Shan Fan
    • Assistant Professor, Language Center, Taipei Medical University, Afghanisan Afghanisan