This study carries forward the exploration of implementing more technologically advanced learning methods into adult English language learning classes in South Korea. Given the emphasis on traditional language learning e.g. textbook grammar and academic reading, it can be difficult to introduce adult English language learners in Korea to new age digital learning methods. The focus of this paper will be on the structure, advantages, and struggles related to dedicating an entire 20-week course to teach students about digital storytelling. The subjects in this study were intermediate English language learning students at Hankuk University of Foreign Studies’ Foreign Language Center between the years 2015-2018. Over the semesters, the course has fundamentally stayed the same, requiring students to make two or three video projects during the semester. However, some minor adjustments have been made to the course and course materials to ensure students had enough time, resources, and knowledge to efficiently create their video projects. First, the students with ages ranging from 18 to 65 learn about the various elements of storytelling e.g. plot, settings, character types, genres, and conflict. They study how the symbolic nature of colors affects stories by analyzing digital stories as well as wordless picture books. Once students have developed a basic understanding of storytelling, they begin creating their own unique digital stories. A majority of students in the classes have had little to no experience in video editing, and some students have suffered from technophobia during the course. However, the students have all benefited from the production of their personal digital stories, whether it was from group discussion and decision-making, vocabulary acquisition and retention, actively listening to and critiquing their pronunciation of English words and phrases, or developing their critical thinking skills and creativity. The greatest asset of this class structure and curriculum is that it brings multimodality to students who are accustomed to unimodal classroom structure. During the fall semester of 2016, two classes of multimedia (digital storytelling) students completed surveys after finishing individual video projects. The 21 individuals reflected on their personal video projects and had to determine what aspects of the video-making process were the easiest and the most difficult for them. The respondents also had a chance to self-evaluate during the survey. A vast majority of these students responded that the interactive digital storytelling facet of the class had helped them improve their English in multiple areas e.g. speaking, writing, reading, and listening.
Ⅰ. Digital Literacy: Literature Review
Ⅱ. English Education in South Korea
Ⅲ. Multimedia Class Structure
Ⅳ. Survey Results