• International Journal of Advanced Culture Technology
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• v.8 no.4
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• pp.200-206
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• 2020

Digital storytelling, a 21st century educational tool that combines digital media with storytelling, is considered as a powerful tool to learn foreign languages in an authentic and meaningful way. This study explored cyber university students' perceptions and experiences with a digital storytelling project implemented to enhance their English writing and speaking skills. The results of 9 week-long research indicated that most of the students' attitudes were positive: the digital storytelling project was effective to increase their English skills, learning motivation and interest in learning English. Most students perceived that the process writing approach and videotaping tasks provided them with good opportunities to develop their English writing and speaking skills. Although many students had difficulties selecting a topic and writing a script in the initial stage, they could handle with these challenges with the help of professors' feedback and successfully completed their projects. After completing the project, most students expressed a strong sense of accomplishment. These results suggest that the digital storytelling project effectively met cyber university students' learning needs and facilitate their English learning.

• Journal of the Korea Society of Computer and Information
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• v.23 no.6
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• pp.9-14
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• 2018

This paper focuses on how the latest progress in digital media and technology affects the writing education environment. In the contemporary era, collecting numerous pices of information online, and arranging them to create new knowledge is important. There is also a need to seek new methods for writing education to stay in tune with the times. To that end, this paper suggests an open writing model using hypertexts. This writing model consists of a total of five stages, which are use of information, compilation of information, open mutual discussion, search of additional information and writing to recreate knowledge. The final outcome of such writing is writing using footnotes. By describing the gist of the keyword and adding numerous footnotes, such writing opens up an infinite possibility of re-creating information into new knowledge. This method can help university students who are accustomed to the digital society to proactively use information and improve multi-disciplinary communication skills required today. This author applied such a model to university writing education and found that more than 82% of the students were satisfied. Through the process of collaboration and recreation of knowledge in writing, learners found distinct benefits and noted their horizons had broadened. Given this effect, the open writing model using hypertexts is meaningful in that it forms a learning community that goes beyond a one-way feedback from instructor to student and instead nudges students to realize collective intellect. Moreover, it is meaningful in that it moves away from a top-down approach of the instructors passing down knowledge about writing and its rules, and towards a more proactive involvement by students in creating knowledge.

• Journal of Digital Contents Society
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• v.12 no.3
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• pp.371-382
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• 2011

Reading and writing in the past make noble significance in 'narration', in other words, in 'the creation of narration', through the process of 'recording'; but in the modern times, it engenders controversies over narration and linearity. In other words, reading/writing in digital era, is devalued as the simple arrangement of test or the connection of vast information without narration nor linearity. However, the reading/writing through text and hypertext reading is not the phenomenon which should be criticized because of the lack of narration or linearity-not only the lack of narration and linearity -, a process of social and cultural transition; it should be revalued as a result. The change of reading and writing methods will inevitably accompany the layers, status, significance and value of the contents; thus it makes more sense, when the reading and writing methods in digital contents are approached as new pop culture phenomenon. This is the "The prose of everyday life", based on pop culture and "The society of Conversation", based on communication; proposed 'Digitelling' ; this is the reason why we should pay attention to the digital contents, created infinitely by the citizens of the world, as new mass-culture phenomenon.

• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.183-193
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• 2018

The purpose of this study is to suggest a writing education paradigm appropriate for the ideology and ideal persons of Christian universities, and to show the effective application plan. For this, this study utilizes the ideas of digital writing in the concept of digital literacy education. The paradigm of "the digital writing education using bible storytelling" consists of two activities. The first one is 'bible listening and observation,' and the second one is 'media text creation and sharing'. In the first activity, there are two steps: 'listening and observation of bible storytelling' and 'exploration and meditation.' In the second activity, there are also two steps: 'application and action,' and 'sharing in communities.' After the suggestion, this study proposes the application plan for the paradigm. They are 'the utilization of various media and the merit of interaction,' healing effectiveness in an individual and a community,' 'building expertises in both letter writing and Christian education(Divinity),' 'building expertises in both letter writing and media literacy,' and 'expanded application toward diverse patterns of writing.'

• The Journal of the Korea Contents Association
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• v.12 no.4
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• pp.156-163
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• 2012

In 2011, in the Olympus advertisement appeared a copy of 'Writing of Picture'. Usually, the verb of 'Shoot' is commonly attached behind the picture, but a new sentence was made connecting 'writing' into the picture in the advertisement. With entrance of the digital era, the digital devices became popular, and the behaviors people post messages and pictures together on the internet site also became popular. Whether we first take a picture and then make a writing later, or whether we first make a writing and then take a picture later, the meaning of 'writing' and 'shooting' is actually alike in the digital era. People now use various images and writings, at the same time, of the pictures in expressing their own selves positively. This soon means not only that the pictures are helpful for writings, but also that the delivery of the meaning is not carried out only by characters. To the digital natives who have grown within many images, this atmosphere is a natural thing. In the field of Korean language education, the study of making use of the pictures and media for writings is in progress.

• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.25-32
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• 2022

The current research aims to identify the effectiveness of a training program based on digital stories to develop writing skills for students with learning difficulties. The research sample consisted of (12) students with learning difficulties in the fifth and sixth grades, who were chosen intentionally. The results showed the effectiveness of the program and the maintenance of this improvement over time as results showed that there were statistically significant differences at the level (α = 0.05) between the two measurements, before and after, in favor of the post-measurement. The results also showed that there were no statistically significant differences at the level (α = 0.05) between the post and follow-up measurements on the writing skills scale. This indicates the long-term impact of the program. The researchers recommend the need to expand educational programs' adoption of digital stories to develop the skills of students with learning difficulties.

• Journal of Digital Convergence
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• v.19 no.6
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• pp.331-341
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• 2021

This paper analyzed the discourse on writing by experts such as writers, novelists, and writing instructors appearing in YouTube videos through narrative analysis methods. According to the analysis, the five key topics comprising writing discourse were: Active reading for writing, Nonstop writing and writing more, Rewriting 10 times more than talent, Writing in spoken language in the era of one-person media, Sharing feedback on social media. The writing discourse of professionals illustrated the change in writing in the age of social media. First, it was confirmed that the writing culture shifted from reading to writing and rewriting. Second, writing in the social media era naturally showed that the spoken language of writing became the dominant code. Third, it has been confirmed that writing in the social media era is social writing of cooperation and sharing that openly share feedback. These findings will have significant implications for future research on media and writing

• Journal of Digital Contents Society
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• v.8 no.4
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• pp.607-613
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• 2007

Current changes in the written language curriculum have lead to emphasis being placed on the process involved in writing rather than the product. Writing is being viewed as a means of exploration, with text being manipulated in revision until a clear message is conveyed. This study focuses on the use of the computer in written language, as a tool to facilitate learning, increase interaction and alter children's attitudes. Some children from a local primary school participated in a project which gave them access to a computer and guidance during the process of revision. Evaluation of this study showed a two-fold effect. Firstly the writing behaviors of the children developed with their increased involvement in the process. For example, the children began to read what they had written thereby independently evaluating the content. Secondly, arising from this, as a sense of control over their writing was gained the children's attitudes towards writing became more positive.

• Journal of Digital Convergence
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• v.20 no.5
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• pp.69-75
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• 2022

This study aims to examine how the use of Padlet, an online platform, affects students' English writing anxiety and English writing strategy in online college English writing classes. A total of 64 college students participated in the study and completed the survey including English writing anxiety, English writing strategy and demographic information. For the study, we divided participants into 2 groups, experimental group using Padlet for their writing tasks and control group using college e-learning during a semester. The results showed that students using Padlet used more writing strategies than the students using college e-learning platform. The use of Padlet, however, was not statistically significant on writing anxiety. English writing anxiety was differed by English level, but decreased at the end of semester regardless of English level. The results imply that Padlet is a useful online learning tool for English learners to actively use English writing strategies and even for learners with low English writing proficiency.

• Journal of Digital Convergence
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• v.19 no.4
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• pp.291-303
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• 2021

The study tried to examine the characteristics of transcription culture on YouTube through narrative analysis methods. The study found five meaningful features in YouTube's transcription culture. YouTube's transcription culture was first characterized by efficient writing and learning skills. Second, there was a characteristic of a transcription to read and understand text more deeply. Third, it had the characteristics of five strategies to advance my writing. Fourth, YouTubers had time to self-heal and comfort through transcription. Fifth, YouTube's transcription culture has expanded and developed into left-handed writing and digital writing. The characteristics of these YouTubers' transcription culture are expected to enrich the transcription culture that has been handed down for many years.