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The present study was conducted to investigate the impact of digital storytelling (DST) on EFL learners' oracy skills and their motivation towards the use of DST instruction. Thirty intermediate EFL learners were selected based on their performance on an Oxford Placement Test (OPT) and were randomly assigned into two groups (one control and one experimental group) each containing 15 participants. Three instruments, listening and speaking tests as pre-post tests, and a motivation questionnaire, were utilized to assess the participants’ oracy skills prior to and after the experiment. To analyze the data, Analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) were run. According to the findings of the study, DST participants outperformed the control group in terms of oracy skills and motivation after the treatment. The findings highlighted the need for instruction through the implementation of digital software as a vital component of language instruction that is recommended to be taken into consideration in EFL curriculum.
Tahriri et al. (Fri,) studied this question.