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題名 AI-Supported Digital Storytelling in University English for Specific Purpose Classes: An Experience Report on Classroom Use of ChatGPT and Mootion 作者 吳政達
Ching, Gregory S.;Tang, Chia-Wei;Wu, Cheng-Ta;Hsu, Tsu-Chia Julia貢獻者 教政所 關鍵詞 Digital storytelling; Generative AI; ChatGPT; Multimodal composition; Responsible AI use 日期 2026-07 上傳時間 1-Sep-2026 14:15:57 (UTC+8) 摘要 This experience report documents the classroom integration of AI-supported digital storytelling in two university ESP courses in Taiwan (English Listening and Speaking; English Guidance and Interpretation). Students planned, drafted, and produced original stories using ChatGPT for translation/drafting and Mootion for multimodal assembly within a disciplined workflow draft → humanize → fact-check → assemble and submitted auditable “process packets” (prompt and AI-output excerpts, tracked edits, source lists, and AI-use statements). Qualitative analysis of de-identified student artifacts, screenshots, brief reflections, and instructor field notes indicates that AI was typically adopted as a scaffold rather than a substitute, helping students overcome blank-page anxiety, align tone/register with ESP genre moves, and design for audience through the coordination of script, images, narration, and captions. Recurrent tensions included over-formal AI tone requiring humanization, friction from switching among tools, uneven group participation, pronunciation anxiety during narration, and uncertainty about the scope of fact-checking. Instructors reported greater visibility of discourse moves and improved authorship transparency due to process evidence, alongside concerns about fair assessment, accuracy checking, and resource inequities. The study’s contribution is applied and integrative: a reproducible, responsible-AI workflow with concrete supports (mini-lessons on register, role rotation, caption-first narration options, and a concise verification checklist) that other ESP contexts can adopt. Limitations include a single-institution setting and reliance on qualitative evidence. Future work will extend to additional ESP domains, incorporate rubric validation and modest learning indicators, and examine the generalizability of the workflow at larger scale. 關聯 Advances in Science, Technology & Innovation (ASTI), Corolla Education Centre Foundation (Indonesia), pp.309-315 資料類型 conference DOI https://doi.org/10.1007/978-3-032-21822-3_36 dc.contributor 教政所 dc.creator (作者) 吳政達 dc.creator (作者) Ching, Gregory S.;Tang, Chia-Wei;Wu, Cheng-Ta;Hsu, Tsu-Chia Julia dc.date (日期) 2026-07 dc.date.accessioned 1-Sep-2026 14:15:57 (UTC+8) - dc.date.available 1-Sep-2026 14:15:57 (UTC+8) - dc.date.issued (上傳時間) 1-Sep-2026 14:15:57 (UTC+8) - dc.identifier.uri (URI) https://ah.lib.nccu.edu.tw/item?item_id=184672 - dc.description.abstract (摘要) This experience report documents the classroom integration of AI-supported digital storytelling in two university ESP courses in Taiwan (English Listening and Speaking; English Guidance and Interpretation). Students planned, drafted, and produced original stories using ChatGPT for translation/drafting and Mootion for multimodal assembly within a disciplined workflow draft → humanize → fact-check → assemble and submitted auditable “process packets” (prompt and AI-output excerpts, tracked edits, source lists, and AI-use statements). Qualitative analysis of de-identified student artifacts, screenshots, brief reflections, and instructor field notes indicates that AI was typically adopted as a scaffold rather than a substitute, helping students overcome blank-page anxiety, align tone/register with ESP genre moves, and design for audience through the coordination of script, images, narration, and captions. Recurrent tensions included over-formal AI tone requiring humanization, friction from switching among tools, uneven group participation, pronunciation anxiety during narration, and uncertainty about the scope of fact-checking. Instructors reported greater visibility of discourse moves and improved authorship transparency due to process evidence, alongside concerns about fair assessment, accuracy checking, and resource inequities. The study’s contribution is applied and integrative: a reproducible, responsible-AI workflow with concrete supports (mini-lessons on register, role rotation, caption-first narration options, and a concise verification checklist) that other ESP contexts can adopt. Limitations include a single-institution setting and reliance on qualitative evidence. Future work will extend to additional ESP domains, incorporate rubric validation and modest learning indicators, and examine the generalizability of the workflow at larger scale. dc.format.extent 108 bytes - dc.format.mimetype text/html - dc.relation (關聯) Advances in Science, Technology & Innovation (ASTI), Corolla Education Centre Foundation (Indonesia), pp.309-315 dc.subject (關鍵詞) Digital storytelling; Generative AI; ChatGPT; Multimodal composition; Responsible AI use dc.title (題名) AI-Supported Digital Storytelling in University English for Specific Purpose Classes: An Experience Report on Classroom Use of ChatGPT and Mootion dc.type (資料類型) conference dc.identifier.doi (DOI) 10.1007/978-3-032-21822-3_36 dc.doi.uri (DOI) https://doi.org/10.1007/978-3-032-21822-3_36
