Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros

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    Digital Storytelling in EFL Creative Writing
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-06-30) Agualongo Palate Victor Rolando; Chimbo Caceres Elsa Mayorie; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
    This study analyzes university students' perspectives on the use of digital storytelling on EFL creative writing. This descriptive research included results from eighty undergraduate students at the Technical University of Ambato (17 men and 63 women, between the ages of 18 and 25) with an intermediate level of English. A 20-item questionnaire was designed, each with five options on a Likert scale (5. Always, 4. Frequently, 3. Occasionally, 4. Rarely, 1. Never). The survey was validated using Cronbach's alpha coefficient (0.93) and approved by five subject matter experts who approved each survey item, revealing a score of 1 on the Aiken's V coefficient. A pilot test was also conducted to evaluate the instrument's clarity and effectiveness. For the development of this study, three research questions were formulated in relation to the objectives, focusing on the following categories: Types of digital storytelling, Websites for creating digital storytelling, and Types of creative writing. In this regard, the findings showed students' preference for different types of digital storytelling (personal narratives, romance, and stories to inform or instruct), resulting in a strong inclination toward creative expression and emotional connection in writing. Furthermore, it was observed that the most popular websites for creating digital storytelling (FlexClip, Book Creator, and Storyboard That) highlighted the importance of their accessible and easy-to-use resources for students. Regarding creative writing, novels and fantasy writing were identified as evidence of students' desire for imaginative freedom and self-expression. Finally, the results suggest that integrating diverse tools and digital storytelling into EFL classes can significantly improve students' skills and engagement with creative writing. Recommendations suggest that students' interests should be harnessed and strengthened.