Transmedia storytelling: narrativa digital colaborativa como estrategia didáctica en la enseñanza de una segunda lengua

Abstract

This study has been conducted with middle-school students in eighth grade in the subject of “World Language” at a school in Manchester, Connecticut (United States of America), with the purpose of identifying significant differences of the effects on the linguistic competence development when applying a didactic strategy using collaborative transmedia storytelling for teaching a second language. The theoretical framework has been presented by the research made through fundamental concepts as second-language teaching criteria, including the international educational standards and assessment guidelines; as well as transmedia and technology conceptualizations, evolutions and applications in education; transmedia skills in teenagers and connectivism-based types of learning. By means of the structured methodology from a mixed-methods approach and a sequential-explanatory scope, this work has achieved an optimal outcome in collecting, representing and analyzing the data. The execution of the didactic strategy integrates a process of creation, design and implementation using several educational and technological resources that have strengthened the student's learning process when assuming an active role that encourages building and improving knowledge. The obtained results have identified significant differences in the development of linguistic competence, a wide improvement of second-language skills and an advance in social and technological abilities, confirming that the present proposal offers great possibilities in its application.