The use of scaffolded digital storytelling to improve secondary level EFL learners speaking skills
<p>The objectives of study are to: (1) determine how scaffolded digital storytelling</p><p>improves learners speaking skills in an English as a Foreign Language (EFL) context;</p><p>(2) determine the factors that influence the use...
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| Format: | thesis |
| Language: | eng |
| Published: |
2023
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=9824 |
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| Summary: | <p>The objectives of study are to: (1) determine how scaffolded digital storytelling</p><p>improves learners speaking skills in an English as a Foreign Language (EFL) context;</p><p>(2) determine the factors that influence the use of scaffolded digital storytelling in</p><p>English-speaking classroom; (3) examine the students views of scaffolded digital</p><p>storytelling in the English-speaking classroom. The mixed-method design was used</p><p>which combined a one-group post-test only design and the removed-treatment design</p><p>from quasi-experimental research. The data were collected using observation, tests,</p><p>interviews and survey. The number of participants was 23 students. The quantitative</p><p>data was analyzed using the interactive model, a t-test and parametric statistical tests.</p><p>The findings confirmed that Hypothesis 1 (H1) is accepted. This is evident from the</p><p>paired samples test, the sig value. (2- tailed) is 0.000, which means that if the sig. (2-</p><p>tailed) is lower than 0.05, Ha is accepted and Ho is rejected. The use of scaffolding</p><p>digital storytelling has improved the speaking skills among EFL learners as evidenced</p><p>from the triangulation of data from the observation data as well as the questionnaire</p><p>results. According to the findings from the students interviews, the process of</p><p>repeating and pronouncing words accompanied by pictures was the strength of the</p><p>scaffolded digital storytelling. The implications of the study suggest that teachers</p><p>must not be dominant and provide assistance only when necessary to enable students</p><p>to work independently. Instructions should also remain within the zone of proximal</p><p>development while still challenging students to develop their knowledge reflecting a</p><p>proper way to minimize anxiety in their learning. Finally, teachers must adhere to</p><p>scientific concepts when instructing students to prevent them from reverting to the</p><p>traditional method of gaining knowledge.</p> |
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