| Abstrakt: |
The use of storytelling in teaching and learning has been revived with the advent of digital storytelling (DST), a technological innovation that combines the art of storytelling with a variety of audio, video and multimedia images. Studies in western countries have revealed that DST is effective in infusing language learning skills, ICT literacy skills, inventive thinking and problemsolving skills among students. These skills have been described as workplace skills or 21st century skills. Studies on the effectiveness of DST in fostering development of such skills have been undertaken in some Asian contexts but rarely in the South-East Asian context which makes the findings of this study relevant and crucial. This study sets out first to investigate the effectiveness of DST in fostering workplace skills development among Malaysian undergraduates. The study is framed by the Situated Learning Model (NLG, 1995) and supported by the workplace skills framework developed by enGauge (2003). The study utilised a mixed approach with quantitative data collected from a questionnaire survey and qualitative data derived from focus groups interviews of selected students. The quantitative findings revealed that, in general, the students perceived DST as beneficial in terms of development of their English Language skills, ICT Literacy skills, Critical Thinking and Problem-solving skills and Collaborative skills. However, the qualitative revealed subtle and yet crucial variations resulting from differences in students' proficiency levels and ICT literacy skills. [ABSTRACT FROM AUTHOR] |
