Digital Storytelling-Based Tasks on Speaking Classroom; Seen from ESL Learners’ Lenses

Abstract

Over the course of a decade, digital storytelling (DST) has earned a growing amount of attention as a strong instructional resource that has grabbed the interest of scholars. Digital storytelling (DST) has emerged as a promising pedagogical approach that could help moderate the usefulness of media in the classroom. Myriad studies have demonstrated the positive effects of digital storytelling (DST) on the students’ language skills; however, these studies rarely include ESL students and their realistic depictions of everyday basis. To address the void, this quantitative study aimed to survey ESL students' point of view of DST-based task on speaking classroom. Relying on Anwar's (2016) TBLT approach instruction, the current study involving thirty-four students studying at Universiti Sultan Zainal Abidin, Malaysia. The statistical evidence indicated ESL students perceive the implementation of digital storytelling-based tasks improves their motivation while allowing them to develop ideas and collaborate among groupmates. Implications and recommendations for future studies are discussed.

Digital Storytelling: A Catalyst to Enhance English Language Learning in Malaysia

“…Hui and Melor (2023) highlighted the reshaping of the English language curriculum in Malaysia through the introduction of the Common European Framework of Reference (CEFR) scales, emphasising the evolving nature of ESL teaching and learning in the country. Furthermore, Fitri et al (2022) conducted a study to reveal ESL students' perspectives on DST-based tasks in speaking classrooms at Universiti Sultan Zainal Abidin, Malaysia, shedding light on the potential impact of DST on ESL learners. The studies provide insights into the potential catalytic role of external factors, such as the evolving ESL curriculum and the challenges faced by ESL learners in Malaysia.…”

Efektivitas Metode Storytelling Menggunakan Hasil Karya untuk Meningkatkan Kemampuan Berbicara Anak usia Dini

“…Pendidikan anak usia dini ialah pendidikan yang paling mendasar sebab perkembangan anak di masa selanjutnya akan sangat dipengaruhi oleh aneka macam stimulasi bermakna yang diberikan semenjak usia dini. Keterampilan berbicara dianggap sebagai keterampilan yang paling menantang dari empat keterampilan dasar bahasa yang perlu ditunjukkan (Fitri et al, 2022). Tujuan pendidikan anak usai dini ialah membantu pertumbuhan serta perkembangan anak usia 0-6 tahun dengan memberi rangsangan pendidikan yang menyenangkan serta meletakkan dasar-dasar pendidikan supaya anak siap memasuki jenjang pendidikan selanjutnya (Efendi, 2020).…”

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

“…It is an interactive art form that stimulates the audience's imagination by revelling elements and visuals of a story (Hayam, 2019). In the modern context, digital storytelling represents a new way of expressing stories as an art form (Kallinikou & Nicolaidou, 2019), utilising various multimedia tools like animation, computer-based visuals, recorded audios, pictures, and videos (Fitri et al, 2022) to effectively convey information to the audience using one's own voice and words (Robin & McNeil, 2019). Natasia & Angelianawati (2022) shared the same concept of DST where they described it as enhanced storytelling techniques through the use of visual aids to attract learners' interest and spark their imagination in developing oral skills.…”

“…Learners tend to be active participants and motivated because of the dynamism of DST. Fitri et al (2022) too supported the term active participation by elaborating that learners practise to construct their thinking, raise doubts, share their own opinions and create their own version of stories.…”

“…Nonetheless, factors like stress, lack of confidence and overwhelming conditions hinder English language learning (Hayam, 2019), causing learners' preference to listen than speak (Cici, 2022). Fitri et al (2022) named speaking skill as the most challenging skill as it requires demonstration. As simple as it may sound, speaking is not something that learners can acquire effortlessly through imitation as most learners struggle to come out with sentences on the spot despite being familiar with grammar and having adequate vocabulary knowledge.…”