通過利用各種多模態符號資源，數位故事創作 (DST) 為學習者身份的外化提供了充足的機會 (Kim & Li, 2020)。從教育的角度來看，儘管 DST 在培養學生的學習體驗和表現方面發揮了正向作用（Rahimi & Yadollahi，2017；Xie，2016），但問題是: 在這個數位時代裡，如何在接受正規教育以及豐富的科技資源中，協助學生在生活裡實現自我探索和定位?
這項研究旨在通過實驗來探索此議題。本實驗蒐集來自31名台灣高中生連續9週的資料，過程中有其他的故事內容介入，同時間也會請他們進行數位故事創作。要收集的資料包括 (1) 學生最終的數位故事創作 (2) 學生故事草稿(3) 學生每週反思 (4) 學生最終反思(5) 事後調查問卷以及(6)半結構化面試。在對學生的數位創作本實驗使用系統功能語言學方法進行多模式轉錄和分析，而其他定性數據則經過遞歸編碼、分類和解釋過程。唯一的定量數據，即學生的問卷回答，是使用配對樣本 t 檢驗計算和分析的。
結果顯示，通過在最終的故事中的編排不同的符號模式（包含語言、視覺和聽覺），學生主要在解決內部身份衝突的過程中展示了他們自我身份的認同，以及他們的自然、制度、話語和基於親和力的認同。實驗也發現學生在聽每週故事後的情緒反應和對生活世界的洞察力的擴展也觸發了他們的自我反思，同時間也助於對自我的理解和探索。此外，通過學生的反思紀錄和訪談，綜合有關的故事內容和結構以及聲音情感的參考資源，實驗也發現這些元素能協助學生的數位寫作的過程。而在此之後，學生在能力、信心和性格方面的技術發展，都有顯著提高。最後，學生們對他們的學習經歷持積極態度，並認為他們在語言、概念和情感方面得到了數項進步。
該研究總結了教學意義和程序的寶貴經驗，旨在整合多種讀寫能力，以增強學生在 EFL 課堂中的身份發展和表現的自我反思過程。

By utilizing various multimodal semiotic resources, digital storytelling (DST) proffers ample opportunities for the externalization of learners’ identities (Kim & Li, 2020). From an educational perspective, albeit the positive role of DST in fostering students’ learning experiences and performances (Rahimi & Yadollahi, 2017; Xie, 2016), the question as to how formal education in this digital age, rather than informal learning and life experiences, can forge students’ exploration and position of their selves along past-future life trajectories has yet to be addressed, let alone their positive development in a technology-rich environment.
This study set out to fill the void by implementing a 9-week intervention of story listening alongside digital storytelling composition in a Taiwan-based senior high school with 31 first-year students. Data to be collected include (1) students’ final digital stories, (2) drafts of students’ storyboards, (3) students’ weekly reflective handouts, (4) students’ final reflections, (5) pre-post-questionnaires, and (6) semi-structured interviews. Students’ digital stories were multimodally transcribed and analyzed using Systemic Functional Linguistics approach, while other qualitative data underwent recursive coding, categorizing, and interpreting processes. The only quantitative data, students’ questionnaire responses, were computed and analyzed using paired samples t-tests.
Results indicated that by orchestrating differing semiotic modes (linguistic, visual, and auditory) in their final digital stories students primarily showcased their ego identities in the process of settling inner identity conflicts, alongside their natural, institutional, discursive, and affinity-based identities. Students’ emotional responses and expansion of life world insights after listening to weekly stories were also found to trigger their self-reflections, which leveraged the understanding and exploration of selves. Furthermore, through students’ reflective handouts and interview data, stories were confirmed to foster students’ digital composition process by providing reference resources pertaining to story content and structure, and emotion of voice. Next, regarding students’ technological development in terms of their competence, confidence, and character, all variables were found to have improved at a significant level, which later reaffirmed by the presentations of reflection data. Finally, students held a positive view of their learning experience and perceived to reap several merits vis-à-vis their linguistic, conceptual, and affective outcomes.
The study encapsulates valuable take-aways for pedagogical implications and procedures aimed at incorporating multiliteracies to enhance students’ self-reflexive process of identity development and representation in an EFL classroom.

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