Recently, content and language integrated learning (CLIL) has received attention as an effective way to integrate English into real-life contexts in Taiwan. With advances of technology, digital storytelling (DST) is suitable for students to develop multiple skills, such as narrating real-life stories and recording them in English. Therefore, the purpose of this study was to investigate whether elementary school students can enhance their English speaking proficiency performance and financial knowledge by creating digital stories in a CLIL context. A pre-post quasi-experimental design was implemented throughout the 9-week course. The goal of the course was for the students to create a DST video, which required them to possess a certain level of financial knowledge and English speaking ability. The participants were 17 sixth-grade students in northern Taiwan. All the participants took the financial knowledge and English-speaking proficiency pre-tests and then received financial knowledge classes and digital storytelling instruction to help them effectively design digital storytelling videos which incorporated the concepts of financial knowledge and English-speaking skills. A paired t-test was adopted to examine the results of financial knowledge performance and the results of the speaking proficiency test. The results showed that digital storytelling in a CLIL context enhances not only financial knowledge but English-speaking skills among the participants. Furthermore, some implications for future education are discussed.

Authors:
Hsiu-Ling Chen, National Taiwan University of Science and Technology, Taiwan
Ting-Yu Fan, National Taiwan University of Science and Technology, Taiwan

About the Presenter(s)
Professor Hsiu-Ling Chen is a University Professor/Principal Lecturer at National Taiwan University of Science and Technology in Taiwan

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