[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-597863-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-597863-en":130},{"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":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","collective-digital-storytelling-an-activity-theoretical-analysis-of-second-language-learning-and-teaching","Collective Digital Storytelling: An Activity-theoretical Analysis of Second Language Learning and Teaching","","This paper analyzes a collective activity in which four students created a digital story to serve as teaching material for English as a foreign language. It traces the activity across stages and identifies four underlying processes: sociocognitive interactions, methodological processes, reflective processes, and techno-semiopragmatic interactions. Findings also emphasize how community dynamics shape the activity of a lower-level language group, linking collective participation to learning and teaching outcomes.",{"@graph":14,"@context":73},[15,34,56],{"@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/collective-digital-storytelling-an-activity-theoretical-analysis-of-second-language-learning-and-teaching/597863/",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/collective-digital-storytelling-an-activity-theoretical-analysis-of-second-language-learning-and-teaching/597863.png","ImageObject",300,407,{"name":42,"@type":43},"SANS","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main focus of the study?","Question",{"text":63,"@type":64},"The study examines the collective activity of four students creating a digital story as instructional material for teaching English as a foreign language.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which processes are identified during the students’ collective activity?",{"text":68,"@type":64},"Four processes are identified: sociocognitive interactions, methodological processes, reflective processes, and techno-semiopragmatic interactions.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the community influence the activity of language learners?",{"text":72,"@type":64},"Results highlight the role of the community in determining the activity of a lower level language group, showing that collective dynamics affect how the work unfolds.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597863,1792210966,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Collective Digital Storytelling: An Activity-theoretical Analysis of Second Language Learning and Teaching  \nLes histoires numériques collectives : une analyse systémique de l’activité d’apprentissage-enseignement d’une langue seconde  \nCarmenne Kalyaniwala-Thapliyal, Université Grenoble-Alpes  \nAbstract  \nThis paper describes the collective activity of a group of four students who created a digital story as a teaching resource that was to be used for teaching English as a foreign language. It uncovers and analyzes the actual processes underlining the activity as it unfolds from one stage to another. Four processes, viz., sociocognitive interactions, methodological processes, reflective processes and techno-semiopragmatic interactions were identified during the unfolding of the collective activity. Moreover, the results of this study highlight the role of the community in determining the activity of a lower level language group.  \nRésumé  \nCet article décrit l’activité collective d’un groupe restreint de quatre étudiants qui a créé une histoire numérique en tant que ressource pédagogique pour l’enseignement de l’anglais langue étrangère. Il analyse et révèle des processus de l’activité lorsqu’elle se déplie d’une phase à une autre. Quatre processus, à savoir les interactions sociocognitives, les processus méthodologiques, les processus réflexifs et les interactions techno-sémiopragmatiques ont été identifiés. Les résultats de cette étude soulignent également le rôle de la communauté pour déterminer l’activité d’un groupe restreint ayant un niveau linguistique inférieur par rapport aux autres groupes.  \nIntroduction  \nThe practice of storytelling has always been at the “core of human activity”(Lambert 2002, as cited in Brígido-Corachán & Gregori-Signes, 2014, ¶ 1) and used for centuries as a medium to communicate messages and teach people. With the evolution of technology and its various artifacts, everyday people, not necessarily versed in digital and film techniques, can  \nnarrate their own life’s experiences or memories using different types of media. Such a practice is called digital storytelling, the educational implications of which are currently being explored in various fields of research.  \nThis paper aims to describe the collective activity of one group of four students who created a digital story as pedagogic material for teaching English as a foreign language. It aims to detail the complexity of such an activity, which provides opportunity for its creators to think pedagogically, work autonomously, and practice their language skills.  \nThe literature review will first consider the concepts of digital storytelling and collective learning and then outline how activity theory can contribute to our understanding of collective work processes. The research context and design will then be briefly outlined. The analysis and results will finally be presented, which will answer the research questions stated explicitly in the second part of the paper.  \nLiterature Review  \nDigital Storytelling  \nBased on a constructivist approach to learning, digital storytelling is the practice of combining traditional storytelling with new-age digital media. Drawing upon research from different scholars, Brígido-Corachán & Gregori-Signes (2014) define digital stories as “short narratives (between 2-5 minutes) that combine traditional modes of story narration with other multimedia tools, such as drawings and graphics, audio material, video extracts, animation and online publication – with one of its most noteworthy characteristics being that the author narrates the story with his/her own voice”(¶ 2) .  \nInitial research on this subject found that the activity of digital storytelling had positive effects on students’ motivation and engagement levels (Dogan & Robin, 2008) and that sharing the storytellers’ experiences revealed “how the community actually lived their experience of creating digital stories”(Nguyen & Robin, 2014, n.p.) which, in t","cbCaifSsBCmaGQrK","https://ap.wps.com/l/cbCaifSsBCmaGQrK","pdf",900538,27,"English","# Abstract\n# Introduction\n# Literature Review\n## Digital Storytelling\n## Collective Learning","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study examines the collective activity of four students creating a digital story as instructional material for teaching English as a foreign language.\"},{\"question\":\"Which processes are identified during the students’ collective activity?\",\"answer\":\"Four processes are identified: sociocognitive interactions, methodological processes, reflective processes, and techno-semiopragmatic interactions.\"},{\"question\":\"How does the community influence the activity of language learners?\",\"answer\":\"Results highlight the role of the community in determining the activity of a lower level language group, showing that collective dynamics affect how the work unfolds.\"}]","Collective Digital Storytelling: An Activity-theoretical Analysis of Second Language Learning and Teaching | PDF",1792085848,68]