For proper creation of digital stories, Choi indicates some principles that should be followed. These includes thinking about the purpose of using digital storytelling, analyzing the reading content, making a storyboard, and finding the best image to provide visual background information (Choi, 2012). Key problems of digital story telling includes lack of assessing the computers, lack of technical expertise for teachers and students, and long time spent in creating stories. Choi concludes that ESL/EFL teachers who want to incorporate digital storytelling in classrooms should have the ability to develop appropriate and context digital stories.
One of the positive aspects of this article is that Dongseok Choi clearly describes the importance of using the latest technology in storytelling. The author uses literature from other sources such as Jessica, Beatham, and Roney among other to show comparison. However, the comparison among the major contributors could be done in a better way by use of graphs which lacks in the article.
This article provides clear picture of how teachers should be computer literate for them to be productive especially when dealing with students. In order for teachers to prepare their ESL/EFL students to appropriately communicate, it is vital to be prepared just as the way the teachers require the scheme of work for any other lesson.
The article Web 2.0-Assisted Language Learning: Using Technology to Enhance Reading Comprehension, by Fatemeh Behjat, Mohammad Sadegh Bagheri, Mortaza Yamini was written in Islamic Azad University. The article that involved 113 male and female participants majoring in English in Islamic Azad University, indicates the extent to which web 2.0 is useful to improve EFL students’ reading comprehension (Fatemeh, Mohammad and Mortaza, 2012). The article research question was which of the web2.0 tools, weblogs or wikis ...Show more