[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601615-105":3,"doc-detail-601615-en":72,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":65,"head_meta":67,"extra_data":69,"updated_unix":71},105,"en","a-didactic-sequence-in-foreign-language-teaching-digital-storytelling-as-a-pedagogical-tool-within-a-didactic-sequence-in-foreign-language-teaching","a Didactic Sequence in Foreign Language Teaching - Digital Storytelling as a Pedagogical Tool within a Didactic Sequence in Foreign Language Teaching","","Digital storytelling serves as a pedagogical tool enabling teachers to address multiple language skills while maintaining learners’ interest and attention. The study evaluates its inclusion in a didactic sequence to practice English foreign-language linguistic routines such as greetings and leave-takings. First-year education students at the Universitat de València implemented a series of workshops and concluded with a final project where learners produced their own digital stories, showing clear gains.",{"@graph":14,"@context":64},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/a-didactic-sequence-in-foreign-language-teaching-digital-storytelling-as-a-pedagogical-tool-within-a-didactic-sequence-in-foreign-language-teaching/601615/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-didactic-sequence-in-foreign-language-teaching-digital-storytelling-as-a-pedagogical-tool-within-a-didactic-sequence-in-foreign-language-teaching/601615.png","ImageObject",300,407,{"name":42,"@type":43},"anakgang17","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58],{"name":59,"@type":60,"acceptedAnswer":61},"What improvements does the final production show?","Question",{"text":62,"@type":63},"The study highlights a clear improvement in the use of linguistic routines. It also notes more complex structures and a wider range of expressions for opening and closing conversations.","Answer","https://schema.org",{"og:url":32,"og:type":66,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":68,"canonical":32},"index,follow",{"doc_id":70,"site_id":7},601615,1792193236,{"code":4,"msg":73,"data":74},"success",{"doc_id":70,"user_id":75,"nickname":42,"user_avatar":76,"doc_module":4,"category_id":77,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":78,"file_id":79,"file_url":80,"file_type":81,"file_size":82,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":83,"language":84,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":85,"faqs":86,"seo_title":87,"seo_description":12,"update_tm":88,"read_time":89},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd",8,"a Didactic Sequence in Foreign Language Teaching  \nDigital Storytelling as a Pedagogical Tool within a Didactic Sequence in Foreign Language Teaching  \nAgustín Reyes Torres  \nagustin. reyes@uv.es  \nFacultad de Magisterio, Universidad de València, Spain  \nEva Pich Ponce  \n[epich@us.es](epich@us.es)  \nFacultad de Filología, Universidad de Sevilla, Spain  \nMª Dolores García Pastor  \n[maria.d.garcia@uv.es](maria.d.garcia@uv.es)  \nFacultad de Magisterio, Universidad de València, Spain  \nAbstract  \nDigital storytelling constitutes a pedagogical tool for teachers to work on different linguistic skills while generating students’ interest and attention . This study analyses the usefulness of including digital storytelling within a didactic sequence in order to work on linguistic routines such as greetings and leave-takings in English as a foreign language. To this aim, we have worked with first year students in the Faculty of Education at the Universitat de València to improve their ability to adapt their language skills to specific situations within common daily interaction . We have designed a didactic sequence consisting of different workshops that have been put into practice in class . The sequence ends with a final project in which students are expected to produce their own digital stories, showing thus what they have learnt. This final production has highlighted a clear improvement in the use of linguistic routines, as well as in the use of more complex structures and of varied expressions used to open and close a conversation .  \nKeywords: Didactic sequence; Linguistic routines; Digital storytelling; Teaching  \nA. Reyes, E. Pich and M.D. García  \nDigital Education Review-Number 22, December 2012-[http://greav.ub.edu/der/](http://greav.ub.edu/der/)  \n1  \nEl relato digital como herramienta pedagógica en la enseñanza de lenguas extranjeras a través del uso de la secuencia didáctica  \nAgustín Reyes Torres  \nagustin. reyes@uv.es  \nFacultad de Magisterio, Universidad de València, España  \nEva Pich Ponce  \n[epich@us.es](epich@us.es)  \nFacultad de Filología, Universidad de Sevilla, España  \nMª Dolores García Pastor  \n[maria.d.garcia@uv.es](maria.d.garcia@uv.es)  \nFacultad de Magisterio, Universidad de València, España  \nResumen  \nEl relato digital representa una herramienta pedagógica que permite al profesor trabajar distintas competencias lingüísticas al mismo tiempo que suscita interés yatención en el alumno . Este estudio analiza la utilidad de incluir el relato digital dentro de una secuencia didáctica con el fin de trabajar expresiones y rutinaslingüísticas en inglés tales como los saludos y las formas de despedirse . Con este objetivo hemos trabajado con estudiantes de primer año de la Facultad de Educación de la Universitat de València para mejorar su capacidad de adaptar sushabilidades lingüísticas a situaciones específicas en la interacción diaria . Hemoselaborado una secuencia didáctica, con distintos talleres, que se han puesto en práctica en el aula . Dicha secuencia termina con un proyecto final en el que los estudiantes deben producir sus propios relatos digitales que muestran lo que hanaprendido . Esta producción final ha puesto en evidencia una clara mejoría en el uso de las rutinas lingüísticas, así como en el uso de estructuras más complejas y de expresiones más variadas para comenzar y concluir una conversación.  \nPalabras clave  \nSecuencia didáctica; Competencias lingüísticas; Relato digital; Didáctica  \nA. Reyes, E. Pich and M.D. García  \nDigital Education Review-Number 22, December 2012-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 2)[ 2](http://greav.ub.edu/der/ 2)  \nI. Introduction  \nThis paper presents the use of digital storytelling as a part of a didactic sequence to practice linguistic routines in the English as a Foreign Language (EFL) classroom . The aim is twofold: to design a didactic sequence that includes digital storytelling as a pedagogical tool, and to help students learn and practice linguisti","cbCaiiK65DERT3WK","https://ap.wps.com/l/cbCaiiK65DERT3WK","pdf",376758,18,"English","# Abstract\n# Introduction\n# Digital Storytelling and Foreign Language Teaching: Linguistic Routines","[{\"question\":\"What improvements does the final production show?\",\"answer\":\"The study highlights a clear improvement in the use of linguistic routines. 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