Publication: Authentic Digital Storytelling as Alternative Teaching Strategy to Develop Speaking Skills in EFL Classes
Submitted Date
Received Date
Accepted Date
Issued Date
2021
Copyright Date
Announcement No.
Application No.
Patent No.
Valid Date
Resource Type
Edition
Resource Version
Language
en
File Type
No. of Pages/File Size
ISBN
ISSN
2630-0672 (Print), 2672-9431 (Online)
eISSN
DOI
Scopus ID
WOS ID
Pubmed ID
arXiv ID
item.page.harrt.identifier.callno
Other identifier(s)
Journal Title
LEARN Journal: Language Education and Acquisition Research Network
Volume
14
Issue
1
Edition
Start Page
317
End Page
343
Access Rights
Access Status
Rights
Rights Holder(s)
Physical Location
Bibliographic Citation
Research Projects
Organizational Units
Authors
Journal Issue
Title
Authentic Digital Storytelling as Alternative Teaching Strategy to Develop Speaking Skills in EFL Classes
Alternative Title(s)
Author(s)
Author’s Affiliation
Author's E-mail
Editor(s)
Editor’s Affiliation
Corresponding person(s)
Creator(s)
Compiler
Advisor(s)
Illustrator(s)
Applicant(s)
Inventor(s)
Issuer
Assignee
Other Contributor(s)
Series
Has Part
Abstract
The research study intends to determine the effectiveness of authentic digital storytelling as an alternative strategy to improve speaking in EFL classes at the university level. The research follows a quantitative paradigm, and a survey was first administered to capture participants’ perceptions of the everyday speaking activities employed in classes. Most of the participants acknowledged the importance of authentic communicative strategies to improve oral skills; however, in practice, both teachers and students believed that the strategies used in class are not authentic and communicative at all. Based on the survey results, authentic digital storytelling was introduced to determine if it improves students’ oral skills, specifically speaking. A pretest and posttest activity was applied using a rubric that assessed the student’s sense of organization, quality of language used, mode of delivery, supporting material used, and the central message’s quality to determine the effectiveness of using digital storytelling as a communicative strategy. The significant findings show that authentic digital storytelling significantly improved students’ speaking skills; however, its implementation required teachers’ willingness to apply novel communicative strategies inside and outside the classroom.