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Felix Goodbody

Shanghai International Studies University, China

 

Abstract

Digital storytelling (DST) has been widely used in second language (L2) education, but its application in English Medium Instruction (EMI) courses taught at the university level remains underexplored. This study addresses this gap through a qualitative case study of a DST task in an EMI undergraduate history course at a Chinese university. The dataset consists of 51 student-produced short-form videos, supported by instructor observations and student feedback. The analysis shows that genre familiarity, scaffolded guidance, and collaborative production helped students engage with historical content and develop multimodal and linguistic skills. At the same time, students faced challenges in balancing linguistic accuracy with narrative pacing, sourcing appropriate materials, and maintaining academic rigour within the short-video format. The study contributes to the literature on DST in EMI settings by illustrating how video-based assignments can support the integration of disciplinary learning, L2 expression, and digital literacy, and by identifying considerations for effective task design.

 

Keywords

EMI, digital storytelling, video assessment, China, higher education