Digital stories: Bringing multimodal texts to the Spanish writing classroom

Ana Oskoz, Idoia Elola

Research output: Contribution to journalArticlepeer-review

22 Scopus citations


Despite the availability and growing use of digital story software for authoring and instructional purposes, little is known about learners' perceptions on its integration in the foreign language writing class. Following both a social semiotics approach and activity theory, this study focuses on six advanced Spanish learners' perceptions about the production of a digital story in which they integrated a variety of modes (written, oral, images, sounds) and manipulated the semiotic resources within each mode (size, color, lines in the image mode), to convey meaning. Analyzing participants' reflections, questionnaires, and online journals, results highlight learners' (a) interpretation of the tools and artifacts and their effect on their understanding of a final product, (b) connections between short-term goal-oriented actions and the longer-term object-oriented activity of developing a multimodal text, and (c) linguistic reorientations when creating a digital story.

Original languageEnglish
Pages (from-to)326-342
Number of pages17
Issue number3
StatePublished - Sep 1 2016


  • Digital stories
  • FL writing
  • activity theory
  • multimodality
  • social semiotics


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