The purpose of this study was to investigate the effects of cartoon-making activities using digital storytelling on elementary school students’ English speaking and writing abilities, affective domains, and creativity. To this end, twenty two students in 6th grade participated in the study during the course of their regular English lessons three times a week for 12 weeks. In the ‘creating a story’ phase, the students engaged in cartoon-making activities, and in the ‘digitalizing’ phase, they added their voices to the cartoon characters. The results of the study were as follows. First, cartoon-making activities using digital storytelling, which focused on English productive skills, had a positive effect on improving students’ speaking and writing abilities. Second, in the affective domains, the students who engaged in cartoon-making activities showed increased interest, involvement, and satisfaction in learning English. Third, the overall creativity of learners improved through cartoon-making activities using digital storytelling, and the activities were particularly effective in enhancing divergent thinking and problem-solving skills. Based on these results, suggestions for further studies are provided.
I. 서론
II. 이론적 배경
III. 연구 방법
IV. 연구 결과 및 논의
V. 결론
참고문헌