A systematic literature review

Exploring anticipated competency elements for enhancing language skills of KS3 students in an educational digital storytelling environment

Abstract

Educational Digital Storytelling (EDS) is a modern pedagogical approach that uses digital narratives to enhance various learning outcomes. This review constitutes preliminary research in a larger project and explores the competency elements required to enhance Key Stage 3 (KS3) students' language skills in an Educational Digital Storytelling (EDS) environment. Through a systematic review of the literature, key competency factors are identified and their relevance and implications discussed in an EDS context. The findings reveal critical competencies that significantly impact KS3 students' language proficiency in EDS, providing valuable insights for future research and educational practice.

Keywords: Educational Digital Storytelling, Language Skills, KS3 Students, Competency Elements, Systematic Review

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1. Introduction

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1.1 Background Information

1.1.1. Digital Storytelling

Digital storytelling (DST) serves as a dynamic platform for communicating narratives, using digital technology to weave together various elements such as images, text, music, and voice, thereby having the potential to transform any content into a compelling digital story (Miller, 2019, Morra, 2013, Porter, 2004). Studies comparing traditional and digital methods of storytelling indicate that digital storytelling, with its multimedia tools, provides better learning outcomes and greater satisfaction, particularly in foreign language learning contexts, compared to its traditional counterpart (Li and Hew, 2017, Yuksel et al., 2011).

Digital storytelling is increasingly being integrated into a wide range of curricula, from language and history to science and medicine, because of its ability to enhance learning engagement and outcomes (Han, 2007, Malita and Martin, 2010, Quah and Ng, 2022). Such findings emphasise that technological innovations related to digital storytelling can potentially enhance the communicative power of storytelling (Jung et al., 2021, Dickey, 2007). Digital storytelling provides significant pedagogical benefits. It serves as an innovative pedagogy that can enrich students' learning experiences and outcomes by transforming traditional storytelling content into engaging digital formats (McGee, 2014, Robin, 2016). It also provides an opportunity for educators to enhance their technological skills while creating an immersive educational environment for students (Smeda et al., 2014, Xu et al., 2011). One study emphasised that interactive storytelling methods provided greater benefits in improving children's mathematical and computer literacy than traditional multimedia storytelling (Preradovic et al., 2016). This is an example of the unique benefits that digital storytelling can offer in different educational contexts.

Digital storytelling has been recognised for its ability to enhance narrative knowledge and enrich literary understanding (Wohlwend, 2015, Nam, 2017). The act of storytelling itself allows students to engage with diverse, open-ended and unpredictable problems, thereby applying and strengthening their narrative knowledge (Roccanti and Garland, 2015). Particularly in the context of secondary schools, digital storytelling has been shown to have the potential to significantly improve students' language skills (Sadik, 2008, Robin, 2016). This emphasises the relevance of current research in the field of digital storytelling in education. The ability to improve literacy and language skills, as well as the application of narrative knowledge to different problem-solving scenarios, emphasises the multiple benefits of incorporating digital storytelling into educational curricula.

1.1.2 Educational Digital Storytelling (EDS)

Educational Digital Storytelling (EDS) is a useful tool in learning environments that integrates multimedia images, written content, recorded voices, and music. This blend of media encourages engagement and facilitates the production of compelling narratives (Ohler, 2013, Lambert, 2013). EDS has been increasingly implemented in education, from primary to higher education levels worldwide, enriching classroom instruction, school-based projects, summer programmes, and curriculum enrichment (Wu and Chen, 2020). EDS promotes the convergence of student-centred learning approaches such as technology integration, student engagement, deep reflective learning, and project-based learning (Barrett, 2006). It cultivates 21st-century literacies that encompass digital, technological, informational, and visual areas. This mixture of literacies enables students to navigate more effectively in the technology-driven society (Robin, 2008, Ohler, 2013).

The pedagogical benefits of EDS extend to enhancing technology and media literacy, academic achievement, critical thinking, affective learning motivation, and social skills (Dunford and Jenkins, 2015, Wu and Chen, 2020). This review will focus primarily on language outcomes in the context of English literature. In addition, it will also consider the broader educational benefits of digital storytelling (Yang and Wu, 2012, Brace et al., 2015, Yildiz Durak, 2018, Chan et al., 2017, Lin et al., 2013).

Furthermore, EDS enhances learning outcomes in a number of ways. It increases students' learning performance (Sadik, 2008), enhances their sense of achievement (Sukovic, 2014), and improves their self-confidence (Hung et al., 2012). EDS develops critical thinking skills, especially in interpreting and evaluating arguments (Yang and Wu, 2012). It also strengthens students' research skills and ability to create content across multiple platforms (Grant and Bolin, 2016, Anderson et al., 2018). Importantly, EDS contributes to the development of language skills, including writing, reading, understanding narrative structure and multimodal expression (Liu et al., 2018, Liu et al., 2014).

In summary, EDS has considerable potential as an educational tool that promotes 21st century literacy, enhances language skills, and provides an engaging and interactive learning environment. Despite its widespread use in the humanities and social sciences, its use in the sciences, particularly in computing and technology, remains underexplored and represents an area for future research.

1.1.3. Exploring the definition of competency elements in education

This section explores different facets of competence in education, focusing on its complexity and relevance to evolving societal needs. Competence is regarded as a set of knowledge, skills and attitudes applied effectively in a specific context (Westera, 2001). However, a focus on knowledge and well-defined skills may be insufficient in a rapidly changing society (Kirschner et al., 1997). A focus on cognitive sub-skills such as problem identification and analysis is recommended (Westera, 2001).

Knowledge in education is considered to be a constructed reality, shaped by personal and cultural experiences, which refers to the facts, procedures, principles and theories within a particular domain (Whitehead, 1993, Altbach, 2002). Understanding, a cognitive ability to process information in a logical and meaningful way, relates existing knowledge to new contexts (Perkins, 1998).

Cognitive skills, defined as those involved in understanding language, solving mathematical problems and interpreting symbols, include analytical, creative and practical skills (Blyth et al., 1966, Sternberg, 1999). These skills are essential for problem solving, reasoning, inferring and evaluating (Blyth et al., 1966). Competence is understood as the effective application of knowledge and skills in a variety of circumstances, requiring the ability to select and apply knowledge efficiently (Schmidt and Hunter, 1998). It goes beyond knowledge and skills to include values, attitudes and judgements (Barnett, 1994, Eraut, 1998). Competence is also linked to metacognition, or the awareness and regulation of one's own cognitive processes (Flavell, 1976, Flavell, 1979, Schraw and Moshman, 1995).

Barnett (1994) cautions against an over-reliance on standardised competencies and advocates the development of learners' ability to adapt to change. This research focuses specifically on the elements of competence that are important for the development of language skills in relation to the teaching of English literature within an educational digital storytelling environment. The reason for focusing on these competencies is that they need to be redefined from the perspective of enhancing language skills in a multimedia technology environment (Gruppen et al., 2016, Gervais, 2016, Johnstone and Soares, 2014). This approach is valuable because the technological elements of digital storytelling are rapidly influencing the educational environment and an adaptation to this change will be necessary. This research aims to contribute to this adaptation process by identifying and defining these key competences. Principles for such exploration include aligning curriculum, teaching and assessment, designing flexible learning experiences, using multiple measures for assessment, providing timely feedback, supporting student motivation and engagement, and continually evaluating the programme (Johnstone and Soares, 2014).

1.1.4 Exploring language competencies for KS3 students of English literature

This section outlines the essential language competencies for Key Stage 3 (KS3) students of English literature. These are key to the English literature curriculum for KS3 students in both traditional and digital storytelling contexts. Through literature reviews and descriptions from GOV.UK (2014) and various academic works (Kneen et al., 2022, Dean, 2013, Harrison, 2002), the identified competencies include:

• Reading comprehension:

This skill involves understanding various literary genres and text structures, which is important for analysing and interpreting literary works (Guthrie et al., 2012, Pressley and Allington, 2014, Snow, 2002, Wilhelm et al., 2014).

• Writing skills:

These skills, which enable students to clearly articulate their thoughts and opinions, are essential for effective communication and academic achievement (Feak, 2012, Pressley and Allington, 2014).

• Speaking and listening skills:

These are essential for classroom discussions, presentations and the effective communication of ideas (Bastow, 2021, Goh and Burns, 2012, Mercer and Littleton, 2007).

• Vocabulary acquisition:

Learning and using a variety of vocabulary in context improves language comprehension and facilitates the interpretation and analysis of texts (Graves, 2016, Beck et al., 2013).

• Critical analysis and research skills:

These skills enable students to effectively analyse literature and source materials (Brookhart, 2010, Comber and Nixon, 2013, Bhattacherjee, 2012, Kuhlthau, 2001).

• Creative writing:

Engaging students' imaginations and encouraging the effective use of language to compose their own stories (Fletcher, 2017, Cremin et al., 2005).

• Understanding literary devices:

Recognising and understanding literary devices such as imagery, metaphor and symbolism is necessary for the interpretation and analysis of literary works (Fry, 2006, Hammond, 2016, Hayn et al., 2016, Beach and Marshall, 1991, Quinn, 2006).

These serve as a foundation in a traditional learning environment. This study will explore how these skills can be adapted and enhanced in an Educational Digital Storytelling (EDS) context, contributing to the development of a unique set of digital storytelling competencies for education.

1.2 Defining the research problem and its context in current research

The increasing integration of digital storytelling in various curricula emphasises the need for studies that explore its potential benefits and drawbacks, particularly in the context of language education (Sadik, 2008, Robin, 2016). Miller (2019) and Robin (2006) highlighted that EDS effectively blends diverse media to create compelling narratives, and this media integration has demonstrated its potential to support student-centred approaches to learning, as documented by Mitchell and Savill-Smith (2004). However, while EDS can engage students and stimulate their learning, its impact on language skills, particularly in the context of English Literature for KS3 students, remains under-researched. There is also a need to explore how digital storytelling can be optimised to enhance language learning outcomes, including writing, reading, understanding narrative structure, and multimodal expression (Ohler, 2013, Lambert and Hessler, 2018, Yang and Wu, 2012).

In response to this research gap, a systematic literature review will be undertaken following the methodology of Grant and Booth (2009), to identify effective language learning strategies for KS3 students in an EDS environment. These findings will subsequently be incorporated into a Delphi study, as described by Hsu and Sandford (2007), which will allow these strategies to be further refined with the help of experts in the field to develop a more comprehensive understanding of how EDS can best support language learning (Skulmoski et al., 2007). The aim is to provide educational stakeholders with evidence-based strategies for maximising the potential benefits of EDS in the teaching of English literature (Robin, 2006).

1.3 Research questions

• What competency elements for enhancing the language skills of KS3 students studying English literature in an EDS environment can be identified through a systematic literature review?

• What implications can the preliminary results of this systematic literature review provide for the participants of the subsequent Delphi survey in the main study?

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2. Method

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2.1. Literature and source selection

For this literature review, several strategies were employed to select authoritative and relevant sources. Major databases such as Google Scholar was used for its broad coverage of multidisciplinary academic literature, ERIC and Education Full Text for their specialised coverage of educational literature, and Scopus for its extensive citation data (Harzing and Alakangas, 2016). Specifically for education-related literature, the ERIC Thesaurus, a controlled vocabulary tool, was used to increase search efficiency. The ERIC Thesaurus helps to identify accurate and related terminology for comprehensive search results in the field of education and related disciplines (Gasparyan et al., 2013).

Subject-specific databases, including ERIC and Education Full Text, were used for targeted searches in education (Gusenbauer, 2019). Although studies were primarily selected from peer-reviewed publications to ensure credibility, it was recognised that not all valuable and relevant resources are peer-reviewed and such sources were not completely excluded (Smith, 2006). Peer-reviewed resources were given higher priority, but the inclusion of a source ultimately depended on its relevance and contribution to the topic at hand. Recency of publication or citation frequency was considered to ensure relevance and impact in the field (Kousha and Thelwall, 2007).

Proprietary databases held by libraries or institutions were also used to access a wider range of literature. Lastly, a snowballing technique was used to identify additional relevant literature from the references of papers already found (Greenhalgh and Peacock, 2005), including both forward (finding newer papers from references) and backward (selecting useful papers from cited papers) methods.

2.2 Search strategy

Developing an effective search strategy was key to this literature review. The process began with the definition of the research topic, which led to the selection of related keywords and subject terms to refine and extend the scope of the search (Booth, 2006). Boolean operators ('AND', 'OR', 'NOT') were used for precision, as well as wildcards and prefixes for term variations (Papaioannou et al., 2016). Citation lists of relevant papers already found added depth to the search by providing sources valued by other field researchers (Gusenbauer and Haddaway, 2020). Subject specific databases such as Google Scholar, PubMed, ERIC, PsycINFO and IEEE Xplore were used to further extend the search scope depending on the specificity of the topic (Bramer et al., 2017). Filters were used to effectively categorise and screen the results, such as using a publication date filter for timeliness (Bramer et al., 2017).

Finally, in the process of developing relevant skills as an early-stage researcher, the SPICE framework (Setting, Perspective, Intervention, Comparison, Evaluation) was used as a learning tool to refine the research question and isolate the most relevant papers from the search results.

• Setting:

This research is situated in the context of educational digital storytelling (EDS) environments.

• Perspective:

The perspective taken is that of KS3 students enhancing and applying their language competencies in their English literature studies.

• Intervention:

The intervention considered is the application of the anticipated competence elements identified from the literature review.

• Comparison:

Although not explicitly mentioned, potential comparisons could be made with the outcomes of students experiencing other interventions, such as other learning methods or environments, either through existing literature or in future studies.

• Evaluation:

The aim is to evaluate the effectiveness of these interventions by exploring which expected elements of competence enhance the language skills of KS3 students in an EDS environment (Cooke et al., 2012, Schardt et al., 2007).

The framework was applied not only as an analytical tool, but also as an essential learning mechanism, providing a structured approach to navigating and understanding the multifaceted nature of research in educational settings.

2.3 Quality assessment and data extraction

Quality assessment of the selected studies was an important part of the systematic review process. Although in the context of the early-stage of PhD, aspects of the Critical Appraisal Skills Programme (CASP) were considered during this literature review process. The clear statement of research aims, appropriateness of methodology, research design, recruitment strategy and data collection methods within the studies were reviewed. In particular, I considered the clarity of the findings and the overall value of each study to my research question. Although the application of the CASP may not be exhaustive at this stage of my academic development, these considerations greatly helped in assessing the relevance and reliability of the studies reviewed for this preliminary research (Long et al., 2020, Melnyk and Fineout-Overholt, 2022, Greenhalgh, 2014).

Paper quality, publication frequency and citation counts were assessed using professional databases and indexes such as Google Scholar, PubMed and ERIC (Kulkarni, 2009). Data extraction was methodical, with abstracts, introductions, research methodology, analysis, discussion and conclusions of selected papers carefully examined to ensure relevant evidence on digital storytelling for language learning in Key Stage 3. Multiple reviewers help to maintain objectivity throughout this process (Gough et al., 2017).

These strategies aimed to ensure a comprehensive, robust review of the existing literature and the reliability of the data used in this study.

2.4 Inclusion and Exclusion Criteria

An initial search was conducted using Google Scholar, which identified approximately 200 potential studies (Meline, 2006). In an effort to maintain review standards, this study attempted to apply the exclusion criteria outlined in the PRISMA statement (Moher et al., 2010). Taking into account exclusion rates observed in systematic literature reviews conducted by other researchers (Munn et al., 2018), this study estimates that approximately 25% of studies were excluded due to lack of relevance, approximately 20% were excluded because they were from non-academic sources, and approximately 5% were excluded due to accessibility issues. In addition, approximately 4% of studies were excluded because their review methods did not meet the criteria of this study. This process reflects an ongoing commitment to refine the study criteria and improve the scope of the review. As a result, a total of 92 studies were finally included in this review.

The inclusion criteria were:

• Relevance:

Priority was given to pedagogical perspectives related to digital environments, particularly studies that focused on specific skill factors (Hew and Cheung, 2013).

• Research type:

All types of research were considered, including theoretical, empirical and case studies. Original articles, ongoing or completed projects, conference proceedings, and systematic reviews were included (Creswell and Poth, 2016).

• Publication date:

Recent studies, generally those published in the last 10 years, were included to reflect the most recent developments (Adams et al., 2017).

• Language:

Only studies written or translated in English were included to reduce language barriers (Crowe and Carlyle, 2015).

Exclusion criteria were:

• Lack of relevance:

Studies not explicitly related to EDS, the digital context, or enhancing KS3 students' language skills were excluded to narrow the scope and increase the efficiency of the analysis (Booth, 2006).

• Non-academic sources:

Non-academic sources such as blog posts, news articles and opinion pieces that may lack the appropriate depth and quality were excluded (Rowlands et al., 2011).

• Unverified research:

Studies with insufficient data or unclear methodology were excluded in an effort to maintain research quality (Smith, 2006).

• Accessibility issues:

Studies that were inaccessible due to copyright or cost were excluded to aim for fairness and transparency in the review process (Björk et al., 2010).

These criteria guided the selection of studies, aimed to provide a rigorous review of the literature, facilitated the inclusion of the most relevant studies, and excluded studies that did not meet the criteria, potentially increasing the reliability and validity of the review.

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3. Results and discussion

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3.1 Original Research Results

3.1.1 Exploring Language Skills Using EDS for KS3 Students in English Literature

3.1.1.1 Overview

In the digital age, Educational Digital Storytelling (EDS) could be useful, particularly in English literature, to enhance students' language skills and creativity by enabling them to create and share stories using digital tools. This research aims to identify the potential competence elements that could enhance KS3 students' language skills in English Literature through the use of an EDS environment. Based on the studies by Ohler (2013), Robin (2016) and Yang and Wu (2012), this research identifies several key competency elements.

3.1.1.2 Anticipated competencies for improving language skills through EDS

1. Digital literacy:

This refers to the ability to access, navigate and interact with online literary resources and digital texts, and to use technology to enhance language skills (Belshaw, 2011, Coiro, 2011, Lankshear and Knobel, 2006, Leu et al., 2011, Warschauer, 2004).

• Using online resources:

Digital literacy, an essential skill for enhancing language proficiency through EDS, enables students to use online resources effectively. According to Belshaw (2011) and Coiro (2011), digital literacy can be defined as the ability to use technology to solve problems and complete tasks, with a significant correlation between traditional reading skills and online reading skills. Lankshear and Knobel (2006) explore new literacies and their role in classroom learning, emphasising the importance of using online resources for teaching and learning. Leu et al (2011) discuss online reading comprehension as a new literacy and the need to extend the literacy and learning curriculum to include digital texts and tools. Warschauer (2004) argues that technology can help bridge the digital divide and promote social inclusion by providing access to online resources.

• Using digital tools:

Belshaw (2011) presents digital literacy as the ability to use technology to access, analyse and evaluate digital resources. Kress (2003) explores how digital tools shape the way we read, write, and communicate, and how this has impacted on literacy practices. Rowsell and Pahl (2015) provide a comprehensive overview of literacy research and its implications for education, including the use of digital tools in teaching and learning. Their study argues that digital tools can improve students' ability to read and write in a multimodal way, and increase their engagement in learning.

• Digital citizenship:

Digital literacy can be further developed through the use of digital tools (Kress, 2003, Rowsell and Pahl, 2015). This allows students to create and share digital texts and use technology to enhance their language skills. In addition to these technical skills, digital citizenship is also an important component of digital literacy. Buckingham (2013) argues that children's learning experiences in the digital age should extend beyond technology to include critical thinking and social responsibility. Livingstone and Haddon (2009) emphasise the importance of responsible digital citizenship and provide insights into children's experiences in online environments.

2.Storytelling skills:

Enhancing storytelling skills can help students understand the structure of stories, develop narrative construction skills, and analyse literature in a more insightful way (Robin, 2008) (Ohler, 2013).

• Understanding narrative structure:

The use of digital storytelling enables students to develop an understanding of narrative structure and literary elements such as plot, character, setting and conflict (Behmer, 2005). By exploring these elements, students can gain a profound appreciation of the construction of stories and their impact on readers. In exploring the use of narrative conventions in literature, Aarseth (1997) and Rabinowitz (1998) illustrate how readers interpret and engage with these elements, enriching the experience of storytelling, while Watt (2001) explores the history of the novel and its influence on storytelling.

• Use of literary devices:

Digital storytelling provides a platform for students to explore and apply various literary devices such as symbolism, metaphor and imagery, thus facilitating the effective communication of their ideas (Taylor et al., 2018, Robin, 2015). Langer and Flihan (2000) discuss the constructive use of writing and reading relationships in teaching literary devices, while Barry (2020) and Culler (2011) provide introductions to literary and cultural theory that provide a theoretical basis for the use of literary devices in literature and storytelling.

• Communicating ideas effectively:

Digital storytelling can enable students to develop effective communication skills, including writing (Alismail, 2015). Ideas (2011) provides strategies for integrating writing, critical thinking and active learning into the classroom, while Graff et al. (2014) focus on helping students to communicate their ideas effectively from an academic writing perspective. Furthermore, the role of critical literacy in the field of social media, as explored by Burnett and Merchant (2011), implies its significant role in effective communication in today's digital environments.

3.Critical thinking:

The ability to think critically can enable students to analyse literature in a more comprehensive way, thereby improving their reading comprehension, writing skills and nuanced interpretation of literary works (Yang and Wu (Yang and Wu, 2012, Meirbekov et al., 2022).

• Analysing and evaluating information:

Developing critical thinking through digital storytelling can enhance students' understanding and evaluation of information (Alismail, 2015). According to Paul and Elder (2006), critical thinking is an essential skill for enhancing students' comprehension of texts. This is further supported by McLaughlin and DeVoogd (2005) who suggest that critical literacy is necessary for effective text analysis. Willingham (2008), emphasises the difficulty of teaching critical thinking skills and suggests that it requires explicit instruction and practice. The studies cited indicate the potential for teachers to support students' critical literacy through teaching strategies that help them to evaluate texts and analyse information.

• Problem solving:

Through the medium of storytelling, students can be motivated to address problems and overcome obstacles (Hung et al., 2012). Gee (2003) argues that video games can provide meaningful opportunities for developing problem-solving skills, whilst Jonassen (2010) suggests that designing problem-solving learning environments can be an effective strategy for developing these skills.

• Metacognition:

Metacognition, or the ability to reflect on one's own thought processes, is important for cultivating critical thinking skills, and digital storytelling can effectively cultivate this in students (Dewi et al., 2018). Flavell (1976) explains that metacognition is a key aspect of problem solving. In addition, Schraw and Moshman (1995) suggest that metacognitive theories can help promote effective learning. Zimmerman (2000) emphasises the importance of self-efficacy in promoting metacognition and improving learning outcomes.

4.Collaboration:

Digital storytelling can create a collaborative environment that helps students develop effective communication skills. These skills can include participating in group discussions and giving and receiving feedback on written assignments, all of which are crucial in the process of creating and sharing digital narratives (Purcell et al., 2013, Warschauer and Grimes, 2007, Gee, 2012).

• Improved communication:

Using digital tools in the classroom and utilising Web 2.0 resources can enhance students' writing and communication skills (Alameen, 2011). As Purcell et al. (2013) argue, incorporating digital tools into writing exercises can improve students' writing skills and subsequently influence teaching methods in schools. Gee (2012) argues that traditional school practices may require a new way of learning. Warschauer and Grimes (2007) note that the emergence of Web 2.0 has led to the development of new semiotics that can foster collaboration and communication.

• Exposure to multiple perspectives:

Kress et al. (2006) explored how incorporating multiple modes of communication, such as written, visual and audio elements, can bring diverse perspectives into the classroom. The authors argue that such a multimodal approach can engage students with a variety of learning styles and backgrounds, while allowing them to express their unique perspectives. This can be useful in a digital storytelling environment, where multiple modes of communication are often used to convey meaning and understanding of literary works.

• Sharing skills:

Feedback plays an important role in improving student learning and performance and is an integral part of the collaborative learning process (Hattie and Timperley, 2007). As noted by Johnson and Johnson (1987), collaborative learning strategies can be effective in increasing student engagement and motivation while developing skills such as problem solving, communication and teamwork. The concept of 'communities of practice' can provide a structured environment for sharing and developing not only skills but also knowledge, thereby facilitating collaboration and innovation in the classroom (Cuddy, 2002).

5.Creativity:

Integrating digital storytelling into the classroom can foster creativity, help students develop their writing skills, expand their use of literary devices, and inspire them to create original and engaging interpretations of literary texts (Ohler, 2013, Nilsson, 2010).

• Develop original ideas:

Digital storytelling can serve as a springboard for the development of original ideas, which can subsequently enrich language skills by presenting unique perspectives on literary works (Duman and Göcen, 2015). In their study, Amabile et al. (2018) emphasise the importance of fostering creativity in various contexts, including the classroom, and how such an approach can contribute to problem solving and innovation. Furthermore, Beghetto and Kaufman (2014) explore the role of context in cultivating creativity, emphasising the importance of providing a safe and supportive environment for experimentation and risk-taking.

• Encourage experimentation:

Mishra and Koehler (2006) provide frameworks that can help teachers improve their knowledge and skills in integrating technology, pedagogy and content knowledge. According to Sawyer (2011), encouraging experimentation and exploration is a key factor in fostering creativity and divergent thinking.

• Encouraging self-expression

Nordmark and Milrad (2012) explore how the use of mobile devices to create and share digital stories can foster collaboration, creativity and critical thinking among students. This methodology is intended to enable learners to express their personal perspectives and ideas in an engaging and meaningful way. This study demonstrates the potential benefits of digital storytelling for promoting self-expression in language learning, particularly in the context of collaborative and mobile learning environments.

6.Reflective practices:

Reflective practices can help students develop their writing skills, improve their analytical thinking and understanding of literary genres, and enhance thoughtful interpretations of literary works (Morrell, 2004, Woo et al., 2011).

• Developing metacognition

Although metacognition has already been discussed in this study in the section on 'Critical Thinking', it will be discussed again here in the context of 'Reflective Practices' in order to look more closely at its influence on students' reflection and self-assessment in learning. McLoughlin and Luca (2000) explore in their article how digital storytelling can be used to promote cognitive engagement and higher order thinking skills in students. The study finds that digital storytelling can be an effective tool for developing metacognition as it encourages students to reflect on their own learning and thinking processes. The study suggests that digital storytelling can help students to identify patterns and themes in literature, to make connections between different texts and concepts, and to analyse literature in a more sophisticated way. The findings of the study emphasise the potential of digital storytelling to enhance students' metacognitive development, which can lead to improved learning outcomes.

Dewi et al. (2018) further investigate how science learning media based on digital storytelling can enhance students' abilities to plan, monitor and evaluate their own learning processes. The study investigates how science learning media based on digital storytelling can enhance students' metacognitive skills. The results suggest that the use of digital storytelling can help students develop their metacognitive skills, which can improve their learning outcomes and performance.

• Promoting self-awareness:

As a means of implementing reflective practice, digital storytelling can serve as a platform for students to critically examine and articulate their personal values, beliefs and perspectives (Hamilton et al., 2019). Such practices can also facilitate self-reflection and self-assessment, allowing students to identify their own strengths and weaknesses. By promoting self-awareness and self-reflection, digital storytelling can enhance students' ability to engage with diverse perspectives and ideas in literature, and to communicate their own ideas more effectively.

7.Cultural awareness:

Digital storytelling can enhance students' cultural awareness, helping them to understand and appreciate the different cultural contexts that shape literary works. This can enhance their reading comprehension, writing skills, and interpretation of literary texts (Karakuş et al., 2020, Grant and Bolin, 2016, Ribeiro, 2016).

• Analysing and interpreting cultural elements:

The study by Vrettakis et al. (2019) emphasises that digital storytelling allows students to explore more in depth the cultural values and beliefs portrayed in the stories they create and experience, demonstrating its potential as a tool for analysis and interpretation of cultural elements in literature.

• Collaborative intercultural projects

Oakley et al. (2018) illustrate how digital storytelling can be used as a means of facilitating collaborative cross-cultural projects, particularly between Chinese and Australian students. Through the use of digital storytelling, students were able to explore their own cultural backgrounds and share their experiences with students from other cultural backgrounds. This approach facilitated cultural exchange and helped to promote intercultural understanding and communication between the two groups of students. Therefore, this provides an insight into how digital storytelling can potentially enhance collaborative cross-cultural projects.

3.2 Meaning and implications of the results

3.2.1 Interpretation of the findings

The study shows that EDS, when used in the classroom, develops multiple skills in KS3 English literature students (Sadik, 2008, Robin, 2008). This comprehensive approach to learning enhances skills such as digital literacy, storytelling and critical thinking, and contributes significantly to language competence (Banaszewski, 2002, Yang and Wu, 2012).

3.2.2 Implications for educational practice

The findings emphasize the potential of EDS as a new approach to language skill development (Sadik, 2008, Niemi and Multisilta, 2016). The implementation of EDS facilitates interactive learning environments, encourages collaborative projects and promotes self-expression, thereby enriching pedagogical dynamics (Alterio and McDrury, 2003, Robin, 2008, Banaszewski, 2002, Robin and McNeil, 2012).

3.2.3 Impact on students' language development

EDS can have significant impact on students' language development by refining their narrative comprehension, promoting effective communication, and fostering metacognitive skills such as self-awareness and analytical thinking (Sadik, 2008, Robin, 2008, Yang and Wu, 2012, Ohler, 2013, Lambert and Hessler, 2018).

3.3 Comparison with existing research

3.3.1 Similarities with previous research findings

This review predicts similar findings to previous studies regarding the potential of EDS to enhance students' language skills (Sadik, 2008, Robin, 2008). It anticipates that EDS will promote digital literacy, storytelling skills and critical thinking in KS3 students, in line with existing research (Sadik, 2008, Robin, 2008).

3.3.2 Contrasts with existing literature

While EDS is known to encourage collaboration and creativity, this review suggests a focus on reflective practice (Robin, 2008, Istenic Starčič et al., 2016). Reflective practice, which provides opportunities for metacognition, self-awareness and the development of analytical thinking, is suggested as an important component of EDS-based language teaching.

3.3.3 The distinctive findings of this preliminary study

This study provides insights into how EDS can be incorporated into KS3 language teaching, a perspective that has been less explored in the existing literature (Kearney, 2011, Sadik, 2008, Yuksel et al., 2011). It emphasises the potential for a more skill-specific application of EDS and contributes to the discourse on its pedagogical use.

3.3.4 Indicating potential resolutions to discrepancies with previous research

This review acknowledges the challenges of implementing EDS, but suggests that the potential long-term benefits, such as improving student engagement and developing multiple skills, outweigh these initial difficulties (Banaszewski, 2002, Sadik, 2008, Robin, 2008).

3.4 Responding to gaps in the literature

3.4.1 Identifying gaps in the existing literature

Existing research, including studies by Wu and Chen (Wu and Chen, 2020), has mainly focused on broad applications of EDS. However, there is a notable lack of studies that specifically explore the context of teaching KS3 English literature.

3.4.2 Addressing the gaps: Focusing on KS3 students

This study addresses the identified gap by focusing on the role of EDS in the English Literature curriculum for KS3 students (Kajder, 2004). It proposes EDS as a potential tool in the teaching of English Literature, enhancing both general learning outcomes and specific language skills, thereby enriching the learning context (Robin, 2008).

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4. Conclusions

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4.1 Summary of key findings

4.1.1 Identification of key competences in the EDS for language learning

This research identifies key competences within the EDS framework for language learning, including digital literacy, storytelling, critical thinking, collaboration, creativity, reflective practice and cultural awareness. These competencies are considered to be integral to the development of KS3 students' language skills in an EDS-led environment (Buckingham, 2007, Robin, 2008, Ohler, 2013).

4.1.2 Expected impact of EDS on KS3 students' language skills

The study anticipates that the EDS approach could improve KS3 students' language skills by incorporating the identified key competences. Improvements are expected in understanding narrative structure, using literary devices and communicating ideas effectively. However, this prediction needs further validation with empirical data (Robin, 2006, Sylvester and Greenidge, 2009).

4.1.3 Expected role of specific competences in the EDS

Each competence is expected to play a specific role in the development of language skills through EDS. For example, digital literacy could facilitate the effective use of online resources and digital tools, while storytelling and creativity could facilitate original ideas and self-expression (Gilster and Glister, 1997, Robin, 2008, Kearney and Schuck, 2006).

4.2 Implications for practice and future research

4.2.1 Practical implications for classroom implementation

The findings from this literature review will inform the main study, which aims to provide educators with valuable insights into the benefits of EDS in the KS3 English literature curriculum. The main study will recommend strategies for using competencies such as digital literacy and reflective practice to enhance language competencies. (Sailin and Mahmor, 2018, Anderson et al., 2018).

4.2.2 Potential implications for policy and curriculum design

The results of the study suggest that its findings could guide policy decisions and curriculum design at the institutional level, and potentially inform teacher training for the effective implementation of EDS. However, these implications need to be validated by further empirical research (Hattie, 2008, Ertmer and Ottenbreit-Leftwich, 2010).

4.2.3 Evolution of Educational Digital Storytelling in language learning

This review anticipates that EDS will evolve in response to advances in technology and pedagogical trends (Robin, 2008, Sadik, 2008). It suggests the possible integration of immersive technologies such as AR and VR for interactive storytelling experiences, enriching language learning experiences and tailoring EDS to individual learning styles and needs.

4.3 Contributions to the field of Educational Digital Storytelling

4.3.1 Broadening the scope of EDS in language education

This study offers to broaden the application of EDS in language education by identifying competences that could be enhanced through EDS. It considers EDS as a comprehensive pedagogical tool that goes beyond its traditional use. However, these insights require empirical validation in future research (Sadik, 2008, Robin, 2008, Miller, 2014, Yang and Wu, 2012).

4.3.2 Improving our understanding of the potential impact of EDS on KS3 students

The study makes tentative progress in understanding the potential impact of EDS on KS3 students, suggesting its possible capacity to meet their educational needs and providing a basis for future research on KS3 language teaching (Skouge and Rao, 2009, Yang and Wu, 2012, Lambert and Hessler, 2018).

4.3.3 Directions for future research in EDS

This study identifies current gaps in the literature and suggests future areas of investigation, thereby setting new directions for EDS research. It encourages future researchers to investigate overlooked competencies or explore the effectiveness of EDS in different age groups or learning contexts, thereby contributing to the ongoing development of EDS in language education. The study also recognises the need to validate these findings through empirical studies, following the research approaches of Robin (2008), Sadik (2008), Skouge and Rao (2009) and Yang and Wu (2012).

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