Key points are not available for this paper at this time.
This study aims to explore the effects of digital storytelling on student motivation and satisfaction levels in EFL education. It also investigates students’ opinions on the use of digital storytelling in learning environments. In this pre-experimental study, a group of pre-service teachers (n = 60) created three digital stories about countries, nature, and sports within a 9-week implementation process. The motivation scale and digital storytelling satisfaction questionnaire were used as data collection tools. At the beginning and the end of the implementation process, the students were assessed on their motivation level of self-confidence, personal use, and attitude domains. The results showed that there were significant improvements in students’ self-confidence and personal use after digital storytelling activity. For self-confidence and personal use, paired-samples t-test pointed out small effect sizes while for attitude, the changes were not significant. It is also found that digital storytelling could be beneficial for facilitating vocabulary learning, writing and speaking skills in EFL education. Overall, results show that digital storytelling might be an important and effective tool that can be utilized in learning environments to support the development of students’ both language and digital skills.
Kevser Hava (Fri,) studied this question.