Page 1 of 4
Advances in Social Sciences Research Journal – Vol. 9, No. 9
Publication Date: September 25, 2022
DOI:10.14738/assrj.99.13142. Goddard, M. (2022). Transmitting Values of Acceptance Towards the LGBTQ+ Community Through the Use of Digital Tools in the
EFL Classroom. Advances in Social Sciences Research Journal, 9(9). 446-449.
Services for Science and Education – United Kingdom
Transmitting Values of Acceptance Towards the LGBTQ+
Community Through the Use of Digital Tools in the EFL Classroom
Max Goddard
Universidad de Alicante
ABSTRACT
Studies on teaching English as a Foreign Language (EFL) have become more and
more extensive as the global importance of the English language has increased over
the past decades. In a similar way, studies on the topic of the use of digital tools in
the EFL classroom have also increased. However, these studies have a strong
tendency to focus solely on the linguistic acquisition that can be enhanced in the EFL
classroom relevant training should be given to teachers regarding different family
types with the use of technology and it being incorporated into lessons.
Nonetheless, it is thought that digital tools can also be used for other reasons and
purposes, like to promote values of acceptance and diversity towards certain
collectives, like the LGBTQ+ community. This paper aims to show the results and
findings of a study carried out in the University of Alicante to show the efficiency of
using Digital Storytelling the EFL classroom in order to promote values of
acceptance as well as improve communication skills.
Keywords: language, LGBTQ+, EFL, Digital Storytelling, values
INTRODUCTION
The field of English as a Foreign Language (EFL) has undoubtedly expanded immensely over
the past decades and continues to evolve and grow. This field has become a focal point for many
studies regarding methodology and approaches. The area of teaching and learning English has
gained importance with the rise of English as a global language [1].
For decades, countless authors worldwide have endeavoured to explore the teaching of the
English language in different contexts and to discover the best approaches and methods that
allow learners to successfully acquire the language, from the Direct Method or the Audio- Lingual Method to the Communicative Approach, which were all widely studied and accepted
by many throughout the course of the 20th century [2].
Language teaching in the 21st century has been characterised immensely by the importance that
has been placed on technology in the learning process and its usage in the classroom to aid in
the progress of the students [3]. The literature on the use of technology in the EFL classroom is
vast in regards to linguistic progress, including improving not only vocabulary, but also
communication and interaction skills, like speaking, listening, reading, and writing. Studies
carried out by Oskoz and Elola in 2016, Verdugo and Belmonte in 2007, and Isbell, R et al in
2004 [4-6] are examples of the extent to which digital tools, in particular the use of digital
storytelling, can impact on a learner ́s progress in linguistic terms in an EFL classroom.
Page 2 of 4
447
Goddard, M. (2022). Transmitting Values of Acceptance Towards the LGBTQ+ Community Through the Use of Digital Tools in the EFL Classroom.
Advances in Social Sciences Research Journal, 9(9). 446-449.
URL: http://dx.doi.org/10.14738/assrj.99.13142
However, the use of digital tools in the EFL classroom for other reasons, like the teaching of
values, has not been discussed as extensively.
The study
For this reason, a study was carried out to identify if digital storytelling could in fact be used in
the EFL classroom as an effective tool in order to promote and transmit values of acceptance
towards the LGBTQ+ community. The study was carried out with just over 100 participants
who were in their 3rd year of a degree in English language and literature at the University of
Alicante in the south-east of Spain. The study was carried out in the subject called “Applied
Linguistics”, in which the students learn about different methodologies and ways to teach
English as a foreign or second language. One of the topics they study is that of digital tools in
the classroom, with a special focus on Digital Storytelling.
The students were introduced to the topic and asked to complete a pre-test regarding the topic.
They also learned about the uses of Digital Storytelling in the process of language learning. In
addition, they were taught about how to make their own examples of digital stories. After the
initial introduction, the participants were tasked with creating their stories, before presenting
them to their fellow classmates in a session consisting of presentations followed by discussions
regarding the stories and the values included in them. Some of the participants chose to adapt
existing stories to add in the values they desired, while others decided to create completely new
stories. Finally, the students were asked to complete a post-test to obtain data regarding their
views on the process of creating their own stories, as well as obtaining data about their views
and whether they had changed since they started participating in the study. In order to assess
if the use of Digital Storytelling was in fact effective in the promotion of values of acceptance
towards the LGBTQ+ community, sections of the pre-test were included in the post-test.
The third section of both the pre-test and the post-test focused on the participant ́s opinions on
the topics of inclusion and diversity. In order to obtain their views, the questions of this section
were based on scales that had previously been validated by other authors. For example, the
questions regarding the LGBTQ+ community and acceptance appeared in this section of the pre- test and post-test and were based on the “Scale for early childhood student's attitudes toward
gay and lesbian families”, which was created by Paige E. Averetta & Archana Hegde [7].
For this part of the pre-test and post-test, there were a total of five questions relating to the
LGBTQ+ community and for all of the questions, the participants were required to select one of
five options, which were strongly disagree, disagree, neutral, agree, and strongly agree. The first
question asked the participants about whether they thought that homosexual parents could be
good parents and good role models. The second and third questions asked the participants if
they believed that children of same-sex couples lacked a role model from one of the genders
and if they thought that children of same-sex couples were more likely to be gay themselves.
The penultimate question asked the participants whether they thought that children of same- sex couples are more likely to suffer from low self-esteem. The final question asked the
participants if they thought that relevant training should be given to teachers regarding
different family types. As stated before, these questions were taken from the pre-test and
replicated in the post-test in order to ascertain whether the use of digital stories in the
classroom had helped to promote acceptance towards the LGBTQ+ community.
Page 3 of 4
448
Advances in Social Sciences Research Journal (ASSRJ) Vol. 9, Issue 9, September-2022
Services for Science and Education – United Kingdom
RESULTS
After analysing the responses from the participants in both the pre-test and the post-test, it was
possible to evaluate and assess the impact that digital stories could have on promoting
acceptance towards the LGBTQ+ community. In some questions, there were slight variations of
2 or 3% in the number of people choosing options. For example, in question 1, 5% of
participants chose the option of neutral, while 7% of them chose that option in the post-test.
However, there were significant differences in some of the responses and the number of people
choosing certain answers. In question one regarding homosexual parents being good parents
and good role models, there was a decrease in the number of people choosing agree, falling from
14% in the pre-test to 4.7% in the post-test in favour of strongly agree, which increased from
80% to 87%.
In question 2, which asked if children of same-sex couples lacked one of the genders as a role
model, presented less significant and apparent differences. The number of participants
choosing disagree or strongly disagree in the post-test increased by 2.5% and 6.1% respectively,
while neutral, agree and disagree all decreased by 6%, 1% and 1% respectively.
The third question regarding the children of same-sex couples being more likely to be gay
themselves showed the biggest gap between the responses from the pre-test and those of the
post-test, especially in the responses for neutral and agree. 73% of the participants chose
strongly disagree in the pre-test, while 67% chose it in the post-test. 15% chose disagree in the
pre-test as opposed to 16.5% in the post-test. The biggest differences between the pre-test and
the post-test came in the answers neutral and agree with 1% and 11% of participants choosing
these options respectively in the pre-test, whereas 14.1% and 0% chose them in the post-test.
The option of strongly agree also changed from 0% in the pre-test to 2.4% in the post-test.
In the fourth question, which was about the self-esteem of children of same-sex couples, there
were slight differences between the pre-test and the post-test. 73% of participants chose the
option of strongly disagree and 13% chose disagree in the pre-test as opposed to 67% and
21.1% in the post-test. The option of neutral decreased from 14% in the pre-test to 9.4% in the
post-test. The options of agree and strongly agree merely changed, as they both increased from
0% in the pre-test to 1% in the post-test.
In the fifth and final question regarding training for teachers on different family types, 2% of
participants chose strongly agree in the pre-test, while 4.7% chose this option in the post-test.
In the second option, agree, there was not a significant change as 2% chose this option in the
pre-test and 1% chose it in the post-test. The most significant changes came in the final three
options, neutral, agree and strongly agree going from 16%, 19% and 61% respectively in the
pre-test to 20%, 18.8% and 55.3% respectively in the post-test.
CONCLUSION
In general, it can be deduced from this study that digital storytelling can in fact impact on the
students of a classroom and help to promote values of acceptance towards the LGBTQ+
community while also helping them to improve their knowledge of the English language.