Using Digital Storytelling in Speaking Activities for Low-Proficiency Tertiary Students

Abstract

Digital storytelling (DST) could be used as one of the contemporary learning resources for students to increase their participation in the learning of speaking skills. It could also help to broaden students' perspectives towards their potential to become good communicators. Thus, this study aims to (1) examine the use of digital storytelling in the e-Poster Presentation assessment in the learning of English at the preparatory level for diploma studies, and (2) investigate students' perceptions towards this learning approach. About twenty-seven Prediploma students at Universiti Teknologi Mara (UiTM) participated in the study. These students who had a low-proficiency level in the English language, have used the digital storytelling platform to create e-Poster Presentations for their speaking tasks. For data analysis, written entries and short journal entries were analysed to gain insights into students' perceptions of engaging with DST in their e-Poster Presentation projects. Findings showed that the approach of creating digital storytelling videos and conducting e-Poster presentations has helped to improve their speaking performance. It could be said that the students had favourable opinions towards the digital storytelling approach. Consequently, digital storytelling could be utilised to diversify instructional approaches. DST would be a beneficial tool in encouraging low-proficiency students, especially in higher learning institutions, in enhancing their speaking performances in English language classrooms.

Digital Storytelling’s Impact on ESL Learners’ Speaking Skills (2019-2023): A Systematic Review

“…Furthermore, it leverages technology to make good use of user-generated content and overcome technological and productivity obstacles, benefiting both users and educators (Amaliah et al, 2022). In essence, digital storytelling involves the retelling of narratives in the storyteller's own expressions (Rahman et al, 2022), integrating a wide range of current technologies and ICT services to enhance speaking abilities (Ramalingam et al, 2022). By the same token, Nair & Yunus (2021) defined digital storytelling as the utilisation of computerbased tools as a medium to tell stories from distinct points of view.…”

“…Learners are introduced to wonders, stimulated by the unknown and imaginations, and encouraged to be active, interactive, confident, and fluent in speaking tasks (Amaliah et al, 2022). The use of digital storytelling improves learners' communication skills, confidence in using the language, and presentation abilities (Rahman et al, 2022).…”

“…Through incorporating mobile applications and gamified evaluations with rewards, digital storytelling can be used as a pedagogical approach to motivate learners' active participation and encourage independent learning (Ramalingam et al, 2022). The fun and interactive story-making process also allows learners to express their thoughts aloud in front of an audience (Rahman et al, 2022). Regarding the interactivity aspect of DST, Raffone & Monti (2019) mentioned that it provides collaboration opportunities among learners, which encourages better interaction, better cooperation, the value of group work, a sense of responsibility, motivation and enhanced engagement.…”

“…Digital storytelling also encourages low-proficient learners to make mistakes for selfimprovement and development (Rahman et al, 2022). Learners are motivated to take risks and learn from their mistakes, leading to continuous growth in their speaking skills.…”

“…Hence, this makes speaking skills the most vital skill among the four main language skills, namely listening, speaking, reading and writing. The significance of good speaking skills goes beyond the classroom walls, with effective communication being a vital aspect of language learning and the key to success (Rahman et al, 2022). To achieve effective communication in the target language, it is essential for language learners to be able to deliver messages accurately Hayam (2019) and confidently (Cici, 2022).…”