RETRACTED: Multimedia Presentations Through Digital Storytelling for Sustainable Development of EFL Learners’ Argumentative Writing Skills, Self-Directed Learning Skills and Learner Autonomy

Abstract

The present study explored the impact of online digital storytelling on developing EAP students’ argumentative writing skills, and its impact on improving self-directed learning skills and learner autonomy in language learning. To reach such ends, a standardized pretest and posttest in argumentative writing skills were designed, which depends on the writing tasks of IELTS task 2 and Independent TOEFL test writing tasks. Also, the self-rating scale of self-directed learning and language Learner Autonomy Scale (LAS) have been exploited. The two experimental groups were trained to write using two different types of learning; group A through online storytelling and group B used offline content producing software to produce digital storytelling to promote writing skills. On the other hand, the control group (group C) used a traditional storytelling strategy. Results primarily revealed that the literacy skills of those who produced their stories with the offline software (group B) improved significantly in comparison to the other experimental group which was taught through online digital storytelling (group A). The control group achieved the least of the three groups in developing target skills. Further, the qualitative analysis of experimental group members’ responses in the semi-structured interviews revealed positive attitudes toward learning through blended learning approaches compared with pure online web-based learning. It is, therefore, recommended that blended learning should be used for students from communities with poor digital literacy and technology infrastructure. Also, online learning should be used with care to cope with community needs to fill a real gap in field practices in language learning to improve multiliteracy skills.

Exploring the Effects of Digital Storytelling in Omani EFL Students’ Self-Directed Learning, Motivation, and Vocabulary Improvements

“…The research findings align with several studies (DeLenardo et al, 2019;Kim, 2014;Ponhan et al, 2020;Salem, 2022) Multiple studies have reached similar conclusions to those uncovered by the second research aim (Hava, 2021;Liu et al, 2018;Kasami, 2017;Kristiawan et al, 2022), which demonstrated that learners' motivation was enhanced through DST. Kristiawan et al (2022) examined the efficacy of digital narrative, influenced by the pupil's native culture, in the English language instruction of 30 junior high school students.…”

“…Students who engage in SDL must develop the knowledge and abilities to recognize and assess their learning requirements, reflect on what they have learned, and handle information critically and effectively (Patterson et al, 2002;Acar et al, 2015). Salem (2022) investigated how online DST affected the growth of argumentative writing abilities among EAP students and enhanced student autonomy and SDL abilities.…”

“…A scoring matrix was created to facilitate comprehension of responses (Alshaye, 2021). According to Salem (2022), the (SRSSDL) scale is reliable; the Cronbach alpha for learning strategies was 0.87 for learning activities, 0.93 for evaluation, 0.91 for interpersonal skills, and 0.88 for the entire scale. In addition, this scale has been used in various studies, including (Adnan & Sayadi, 2021;Lee, 2020).…”

Designing Interactive Multimedia Computer Graphics Using The 4D Method as Self-Directed Learning for Students

“…Self-directed learning merupakan model proses belajar yang menitikberatkan pada kemampuan individu untuk memahami materi pembelajaran secara mandiri (Salem, 2022).…”

“…Salah satu bentuk media pembelajaran adalah multimedia. Multimedia pembelajaran adalah media yang menggabungkan elemen teks, audio, video, dan sebagainya (Salem, 2022).…”