Increasing inclusion and engagement in foreign language learning
A pilot study with multilingual digital storytelling and virtual reality
DOI:
https://doi.org/10.1558/isla.25400Keywords:
multilingual education, special educational needs, dyslexia, virtual reality, multilingual digital storytellingAbstract
Multilingual digital storytelling (MDST) widens the interfaces between learner engagement, creativity and digital literacy, resulting as particularly beneficial for foreign language classes. However, thus far, little research has been conducted on MDST involving students with special educational needs. This report presents a pilot study of a nine-hour-workshop conducted with eight children aged 8 to 11, two with severe dyslexia and two with mild intellectual disability; among these, two were bilingual. The digital tool used for the workshop was Cos paces Edu, a VR-based program that allows students to create virtual environments that can be explored using cardboard headsets. Engagement in the activity, self-efficacy and interest in language learning were measured by means of a questionnaire adapted from Ahmad and Yamat (2020) which was administered at the beginning and at the end of the course. Results showed increase in all areas and more positive feelings related to foreign language learning after the MDST activity.
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