Digitizing the story-writing process for EFL primary learners: An exploratory study

The benefits of using digital storytelling are well documented in the literature. Whether and how these advantages can be extended to story-writing, especially for young learners, remains underexplored. Recent advancement technology has potential streamlining stages planning revising a process approach second language writing. present study examined English teachers two Hong Kong primary schools adopted teach story-writing. They planned eight writing lessons 10 Primary 3–4 classes. Students were taught use Google Slides write their stories on iPads complete recording small groups, which then published an online platform. Findings from focus-group interviews, lesson observations student writings revealed that students highly engaged lessons, also had fewer grammatical mistakes. However, they rarely meaningful dialogues during group work, whilst some expressed concerns about time constraints own readiness may hinder successful implementation this innovative classroom settings. Implications story-writing effectively deployed learners discussed.