The benefits of using digital storytelling are well documented in the literature. Whether and how these advantages can be extended to digital story-writing, especially for young learners, remains underexplored. Recent advancement in technology has the potential of streamlining the stages of planning and revising in a process approach to second language writing. The present study examined how English teachers in two Hong Kong primary schools adopted a process approach to teach digital story-writing. They planned eight writing lessons for 10 Primary 3–4 classes. Students were taught to use Google Slides to write their stories on iPads and complete a recording in small groups, which were then published on an online platform. Findings from focus-group interviews, lesson observations and student writings revealed that students were highly engaged in the lessons, and their writings also had fewer grammatical mistakes. However, they rarely engaged in meaningful dialogues during group work, whilst some teachers also expressed concerns about time constraints and their own readiness to use digital story-writing, which may hinder successful implementation of this innovative approach in classroom settings. Implications of how digital story-writing can be effectively deployed on young learners are discussed.
An analysis of interaction patterns in elementary English classes
