Abstract

This study aims to identify the students’ perceptions about how collaborative digital storytelling use in writing class affects their writing skills. Having a qualitative research design, the research has utilized an action research model. The research was conducted in two different classes with first-year university students studying at the Department of Turkish Education (N = 61). Students have produced two different digital stories (DSTs) throughout the course. The first DST was created individually, and the second collaboratively. Students actively participated in producing and criticizing the phases of digital stories. The researcher and students’ diaries and focus group interviews were used as data collection tools. Data were analyzed through the Nvivo 12 qualitative data analysis program. During the analysis process, data were first converted into codes, and the obtained codes were divided into themes and sub-themes. Findings indicated that students have a perception that collaborative DST improves their writing skills. It is reflected in the student views that collaborative DST positively affects the internal and external structure of the text. The multimedia feature and the script have positive effect on writing and help to harmonize technology and writing.

摘要

本研究旨在确定学生对写作课中使用协作数字故事讲述如何影响他们的写作技巧的看法。该研究采用了定性研究设计，采用了行动研究模型。该研究是在两个不同的班级中进行的，在土耳其教育系学习的一年级大学生（N = 61)。学生在整个课程中制作了两个不同的数字故事 (DST)。第一个 DST 是单独创建的，第二个是协作创建的。学生们积极参与制作和批评数字故事的各个阶段。研究人员和学生的日记和焦点小组访谈被用作数据收集工具。通过 Nvivo 12 定性数据分析程序分析数据。在分析过程中，首先将数据转化为代码，将得到的代码分为主题和子主题。调查结果表明，学生认为协作式 DST 可以提高他们的写作技巧。这反映在学生的观点中，协作 DST 对文本的内部和外部结构产生积极影响。