The use of scaffolded digital storytelling to improve secondary level EFL learners speaking skills

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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Main Author: Delfia Herwanis
Format: thesis
Language:eng
Published: 2023
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LB Theory and practice of education
Online Access:https://ir.upsi.edu.my/detailsg.php?det=9824
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institution Universiti Pendidikan Sultan Idris
collection UPSI Digital Repository
language eng
topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Delfia Herwanis
The use of scaffolded digital storytelling to improve secondary level EFL learners speaking skills
description <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>
format thesis
qualification_name
qualification_level Doctorate
author Delfia Herwanis
author_facet Delfia Herwanis
author_sort Delfia Herwanis
title The use of scaffolded digital storytelling to improve secondary level EFL learners speaking skills
title_short The use of scaffolded digital storytelling to improve secondary level EFL learners speaking skills
title_full The use of scaffolded digital storytelling to improve secondary level EFL learners speaking skills
title_fullStr The use of scaffolded digital storytelling to improve secondary level EFL learners speaking skills
title_full_unstemmed The use of scaffolded digital storytelling to improve secondary level EFL learners speaking skills
title_sort use of scaffolded digital storytelling to improve secondary level efl learners speaking skills
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Bahasa dan Komunikasi
publishDate 2023
url https://ir.upsi.edu.my/detailsg.php?det=9824
_version_ 1794025756672655360
spelling oai:ir.upsi.edu.my:98242024-02-19 The use of scaffolded digital storytelling to improve secondary level EFL learners speaking skills 2023 Delfia Herwanis LB Theory and practice of education <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> 2023 thesis https://ir.upsi.edu.my/detailsg.php?det=9824 https://ir.upsi.edu.my/detailsg.php?det=9824 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi <p>Aarons, A., Hawes, H., & Gayton, J. (1979). Approaches to learning and teaching. Child-to-Child, 1627. https://doi.org/10.1007/978-1-349-16130-0_2.</p><p></p><p>Abadikhah, S., & Valipour, M. (2018). The effect of self-transcription and expert scaffolding on the accuracy of oral production of EFL learners. Pertanika Journal of Social Sciences and Humanities, 26(1), 149166.</p><p></p><p>Abda, K. (2017). 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