Digital storytelling as a resource in the English speaking developmen

Abstract

This research explored the experiences of 1st year BGU students with the storyjumper website over a period of five weeks, and attempted to determine the influence of digital storytelling on students’ speaking development. This research was conducted at the 1st year BGU of Picaihua High School in Ambato-Ecuador. A quasi-experimental design was used involving 40 students in the experimental group and in the control group respectively. The experimental group was given the treatment with digital storytelling technique, while the control group with conventional technique. Both groups were given a pretest and post-test. The pretest and posttest scores were compared to determine the influence of digital storytelling technique as an innovative resource to encourage the development of the students’ speaking skill. From this research the results showed that, digital storytelling technique had a positive effect on improving students’ speaking skill, there was a significant difference between the posttest scores of students in experimental and control groups. To verify the hypothesis of this study, the T-student test was used. Therefore, the results showed that the implementation of digital storytelling technique was positive; they shared each other’s stories and connected to their topic from the beginning to the end and most importantly, the storytelling technique helped them to improve their speaking ability, develop their critical thinking and their creativity. Besides, students improved their pronunciation, fluency, intonation and were more accurate when they spoke. Finally, the study provides recommendations for consolidating the digital storytelling experience in future English lessons. With the application of this technological resource also improves learning motivation and performance from students in technology-rich classrooms.