Authentic Digital Storytelling as Alternative Teaching Strategy to Develop Speaking Skills in EFL Classes

Autor/inn/en	Arroba, Juan; Acosta, Hazel
Titel	Authentic Digital Storytelling as Alternative Teaching Strategy to Develop Speaking Skills in EFL Classes
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 14 (2021) 1, S.317-343 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	Story Telling; Personal Narratives; Technology Uses in Education; Instructional Effectiveness; Teaching Methods; Second Language Instruction; English (Second Language); Undergraduate Students; Foreign Countries; Skill Development; Communication Skills; Speech Skills; Oral Language; Communication Strategies; Ecuador + Suchen Sie Ihr Suchwort? Erlebniserzählung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Kommunikationsstil; Mündliche Leistung; Sprachfertigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Kommunikationsstrategie
Abstract	The research study intends to determine the effectiveness of authentic digital storytelling as an alternative strategy to improve speaking in EFL classes at the university level. The research follows a quantitative paradigm, and a survey was first administered to capture participants' perceptions of the everyday speaking activities employed in classes. Most of the participants acknowledged the importance of authentic communicative strategies to improve oral skills; however, in practice, both teachers and students believed that the strategies used in class are not authentic and communicative at all. Based on the survey results, authentic digital storytelling was introduced to determine if it improves students' oral skills, specifically speaking. A pretest and posttest activity was applied using a rubric that assessed the student's sense of organization, quality of language used, mode of delivery, supporting material used, and the central message's quality to determine the effectiveness of using digital storytelling as a communicative strategy. The significant findings show that authentic digital storytelling significantly improved students' speaking skills; however, its implementation required teachers' willingness to apply novel communicative strategies inside and outside the classroom. (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01