ENHANCING SPEAKING
COMPETENCE WITH DIGITAL STORYTELLING: A MIXED -METHOD APPROACH
Dr. M. SamadhanamEmimal,
Assistant Professor,
Department of English,
Chaitanya Bharathi Institute of Technology,
Hyderabad.
Abstract:
Storytelling
is the art of crafting narratives to share ideas and experiences. It has been
thefoundation for the human culture sincethe beginning of time. Digital storytelling
blends thistraditional storytelling with modern technology to create multimodal
narratives. Digital storytellingis a unique approach that actively engages the
participant in the language learning process. Thisstudy aims to explore the
impact of Digital storytelling on developing speaking competencies
likevocabulary, pronunciation, fluency, comprehension and cohesion. The study
using a mixed-methodapproach integrates both qualitative data from interviews
and observations and quantitative datafrom pre-and post-intervention
assessments for evaluation and inference. This paper showcases howdigital
storytelling fosters learners’ engagement, critical thinking, creativity and
ultimately leadingto improved speaking proficiency and enhanced language learning
experience. This research seeksto imply the factors that contribute to improved
speaking skills through the use of technology and
storytelling.
The findings of this study offer educators and language learners a deeper
insight intothe potential of digital storytelling as a transformative tool and
effective strategy for cultivatingspeaking proficiency.
Keywords:
Digital storytelling, speaking skill, mixed-method approach, technology
Introduction
Storytelling is the timeless art that is deeply rooted part
of our human history, which conveys both real and imagined narratives. Since
the time humans began to pass down what they learnt, it has been used to
preserve knowledge, history, ideas, entertain and foster connections. Humans
used stories are to share perspectives, pass down the acquired knowledge and
give insights into various ongoing narratives of
human experiences. Storytelling encompassing oral speech, written
word and visual picture, transcends boundaries and goes
beyond culture and civilization creating a
universal language that brings people together.
Storytelling,
as an intrinsic human practice, serves as a powerful tool when it comes to language
learning and developing language skills. Through
storytelling, learners are exposed to a range of vocabularies, sentence
structures, and linguistic patterns that are both engaging and meaningful. When
it comes to the context of speaking skills, storytelling provides a dynamic
environment for practice.
As
learners retell stories, they improve their fluency and cohesion by organizing
ideas and articulating thoughts clearly. Storytelling requires learners to
think critically about the content, select appropriate vocabulary, and express
ideas with proper pronunciation. It also promotes creativity, as learners are
encouraged to modify or extend the story, enhancing their ability to use
language in diverse ways. Through these practices, storytelling becomes an
invaluable tool in enhancing the speaking skill, which is one of the key
language skills. Storytelling thus creates an immersive, interactive, and
engaging learning experience that strengthens proficiency and communication
abilities. In this regard Neal comments saying, “The Power of Storytelling as a
pedagogical tool has been recognised since the beginning of humanity” (4)
Digital
Storytelling
In
the age of information that we currently live in,
the technological advancement led to the evolution of traditional storytelling
into digital storytelling. The term ‘digital storytelling’ was first used by
Dana Atchley in the 1980’s as he experimented with the use of multimedia
elements in storytelling performances. Benmayor defines digital storytelling
as, “a short multimedia story that combines voice, image, and music” (188).
Digital storytelling incorporates multimedia elements such as audio, video,
images, and animations to create more interactive and engaging narratives.
Digital storytelling enhances the storytelling experience by allowing learners
to not only listen to and read stories but also interact with them in new and
innovative ways. In this regard Normann comments saying, “People have always
told stories.it has been part of our tradition and heritage since the time we
gathered around the fire to share our stories. Today people still tell stories
but now we have new media tools with which to share them. A digital story can
hence be seen as a merger between the old storytelling tradition and the use of
new technology” (125). This transformation adds layers of engagement, making it
possible for learners to explore stories more deeply, personalize narratives,
and even create their own stories using digital tools. Through platforms like
podcasts, videos, and interactive websites, digital storytelling provides an
immersive way where learners can connect with content in ways that were not
possible in the past.
Leveraging
modern technology, Digital Storytelling caters to different learning styles and
enhances the language learning process. Incorporating different forms of media,
Digital Storytelling enables learners to hone and perfect their speaking skills
in a dynamic and practical ways. For instance, the learners can listen to digital stories, watch videos, and even
record their own versions, which helps them improve pronunciation, comprehension
and fluency. As Digital Storytelling is interactive by nature, it
encourages the learners to engage with the content actively, thereby increasing
their learning feedback and motivation. In this way, Digital Storytelling
becomes an effective tool in modern language learning process as it offers
students and teachers new and unique opportunities for creative expression and communication, while
reinforcing language skills in a technology-driven environment. Digital storytelling is
facilitated to integrate language learning with “higher order thinking and deep
learning” (Dakich 16).
The paper focuses on the five speaking
competences:
First, Vocabulary, for any effective
speaking proficiency vocabulary constitutes as one of the foundational
elements. Digital Storytelling exposes the learners to a wide range of words,
phrases, idioms in various contexts, there by playing a crucial role in
language development. As the learners engage more with the Digital stories,
they being to encounter new expressions that are not part of their daily usage.
The multimodal nature of the Digital Storytelling with images, audio, video provide visual and auditory cues that help learners
understand and retain new vocabulary more effectively. In addition to learning,
when learners use Digital Storytelling to create their own stories, they tend
to use the newly learned vocabulary to express their ideas, broadening their lexical range. This
exposure to range of vocabularies enhances effective language acquisition,
allowing learners to express themselves more precisely and creatively in both
spoken and written forms.
Secondly, Pronunciation is the key components of speaking skill. Digital storytelling significantly contributes to
improving pronunciation by providing learners with multiple listening
opportunities and real-world examples of how words and sounds are pronounced by various speakers of the
world. The interactive nature of digital
storytelling involves recording and narrating one's own story, this enables
learners to practice their speaking skills and receive feedback on their
pronunciation. The combined use of audio and visual aids in digital
storytelling helps in emphasizing the connection between sounds and meanings,
facilitating the learners toward accurate pronunciation and overcome common
language barriers.
The
paper also focuses on the aspect of Fluency. Fluency is the ability to speak any
language smooth and without any hesitation. It
is an essential aspect of speaking skills that is improved through digital
storytelling. Narrating or retelling a story in a digital format entails
learner to articulate their ideas quickly and coherently. This active
participation in the process helps them improve their rhythm and pace of
speech, enabling a smoother delivery. Fluent speech patterns and conversational
rhythms is the inevitable part of the learner’s engagement with digital
stories. Regular practice of speaking through digital storytelling enables the
learners build confidence, lessen hesitations, and enhance their overall
ability to communicate fluently in real-time conversations.
The
paper examines comprehension as the fourth speaking component. Digital Storytelling helps
to strengthen comprehension by presenting the learners with a variety of
formats that engage the learner’s audio and visual senses. As Digital
Storytelling is multimodal in nature, the inclusion of spoken words, sounds,
images etc all provide an unique context for learners to interpret. As the
learning progresses, they understand the meaning of unfamiliar and familiar
words, understand context and interpret language. This improves their ability
to grasp the main idea of the story and in understanding the specifics of the
language used, such as tone, intent, mood etc. As Digital Storytelling
encourages active listening, it also supports development of better comprehension skills
Finally, the paper focuses on the core component Cohesion. Cohesion in speaking
refers to the ability to link ideas that are formed and sentences that are
spoken smoothly. It ensures that the speech flows with sound logic and is easy
to follow. Digital storytelling improves this skill by
requiring learners to structure their narratives with clarity and cohesive
manneras
learners create or retell stories, they must connect their ideas with the
correct transition words, phrases, and sequencing to ensure that the narrative
is well-organized and coherent. The process of building a story with a beginning, middle, and end encourages learners to think on how to
logically order their ideas. Digital storytelling tools allow learners to
visualize the structure of their narratives, helping them to connect ideas
effectively. By practicing storytelling in a digital format, learners develop
stronger cohesive patterns that improve their overall communication clarity.
Review of Literature
Digital storytelling (DST) is proven
to be an effective tool for enhancing speaking proficiency, as it encourages
active engagement and creativity. Smeda et al. (2014) in “The Effectiveness of
Digital Storytelling in the Classrooms: A Comprehensive Study” highlight how
DST fosters a constructivist learning environment, where students develop oral
communication skills through creating and presenting digital narratives. Benard
R. Robin (2006) in “The Educational uses of Digital Storytelling” emphasizes
that DST improves literacy by requiring students to plan, script, and narrate
their stories, directly supporting speaking development. Both studies suggest
that the use of multimedia tools in DST enhances fluency and confidence, while
also fostering critical thinking and collaboration.
Building on the previous studies,
additional research further underscores the impact of digital storytelling
(DST) on language development and learner engagement. Munajah et al. (2023)
explore DST's role in enhancing language skills, particularly story writing, by
integrating storytelling with digital tools to facilitate communication and
self-expression. This aligns with the findings of Foelske (2014) in “Digital Storytelling: The Impact on Student Engagement,
Motivation and Academic Learning”, who highlights that DST boosts student
motivation and engagement, particularly in student-centered projects, and
improves literacy and 21st-century skills, benefiting both typical learners and
those who struggle with writing. Garcia and Rossiter (2023) in “Digital Storytelling as Narrative Pedagogy” delve into the pedagogical
potential of DST, framing it as a narrative methodology that fosters deeper
learning outcomes and reflective practices. Lastly, Özkaya's (2023)
bibliometric analysis emphasizes the growing global adoption of DST in
education, noting its increasing preference in research and its value as a
versatile tool for educators across various fields. Collectively, these studies
reinforce the effectiveness of DST in enhancing language skills, particularly
speaking proficiency, while also promoting student motivation, engagement, and
critical thinking.
Background of the Study
The study about enhancing the speaking
proficiency using digital storytelling was experimented in the English classes
at Chaitanya Bharathi Institute of Technology, Hyderabad. The participants are
the select first-semester students of Computer Science and engineering
department in the academic year of 2024-25. The background of this study is
based on the need to explore effective language learning strategies for
first-year college students, particularly in the enhancing their speaking
skills. The transition from secondary education to higher education often
challenging for the students in improving their proficiency in oral
communication. This factor is not only crucial for academic success and
professional growth but also for personal confidence and self-affirmation.
Recognizing the potential of innovative language teaching and learning methods,
this study focuses on digital storytelling as a dynamic and engaging tool to
enhance speaking competencies. First-year college students were chosen as
participants in the study due to their formative stage in language development,
where foundational speaking skills are still being refined.
Aims of the Study
The study aimed to examine
how the integration of digital storytelling, with its interactive and
multimodal elements, caters to the common challenge of speaking inefficiency
with limited vocabulary, pronunciation difficulties, and lack of fluency. By
incorporating this modern tool, the research aims to provide a more engaging
and effective ways for students to develop their speaking skills in a digital
age.
The aims of the study are:
⮚
To
assess the impact of digital storytelling on enhancing the speaking skills of
first-year college students by evaluating various competences of speaking skill
like vocabulary, pronunciation, fluency, comprehension, and cohesion.
⮚
To
explore the role of digital storytelling in the expansion of vocabulary
focusing on both acquiring and retaining new vocabulary in a given context
among first-year college students:
⮚
To
examine the role of digital storytelling in enhancing pronunciation and fluency
in speech and more confident speech patterns.
⮚
To
analyse the impact of digital storytelling on enhancing listening comprehension
skills and to strengthen the student’s ability to understand spoken language
with literal meaning and contextual meanings.
To
evaluate how digital storytelling improves cohesion and coherence in students'
spoken narratives, which involves the process of organizing and presenting
stories logically, clearly and cohesively.
Methodology and Procedure
This research used both
qualitative and Quantitative methods for data collection and analysis. This
enhanced the validity and reliability of the research conducted on the impact
of digital storytelling in enhancing the speaking proficiency. A mixed-methods
research design was adopted for the study to examine and evaluate the outcomes
of the study. The study involved a Group of ten students from I semester
Computer Science Engineering department, Chaitanya Bharathi Institute of
Technology (Autonomous), Hyderabad
Data Collection:
The qualitative data for
the research is collected from pre-test and post-test. A standardized speaking
assessment was administered to measure students' speaking proficiency before
and after the intervention. Student Surveys in the form of questionnaire was
used to gather data on students' perceptions of digital storytelling and its
impact on their speaking skills. Qualitative data for the research is collected
from Classroom observations were conducted to document students' engagement and
participation during the digital storytelling process.
Data Analysis:
The Quantitative data analysis is carried as
Descriptive statistics, where mean, standard deviation was used to analyse the
pre-test and post-test scores. The Survey data is analysed by the responses to
the questionnaire using thematic analysis to identify patterns.The Qualitative
data analysis is carried out by the thematic analysis of the observation notes
to identify key themes related to students' experiences and perceptions.
Results
The table below summarizes
the pre-test and post-test scores of the five speaking competencies, along with
the comparison of both scores to show the positive results in achieving the
objective of the study:
|
Competency |
Pre-Test Score (Mean) |
Post-Test Score (Mean) |
Comparison (Improvement) |
|
Vocabulary |
5.4 |
7.8 |
Improved (Increase in range and usage of
vocabulary) |
|
Pronunciation |
4.8 |
7.2 |
Improved (Clearer and more accurate pronunciation) |
|
Fluency |
5.7 |
7.4 |
Improved (Smoother and more spontaneous speech) |
|
Comprehension |
5.8 |
7.3 |
Improved (Better understanding and interpretation
of spoken language) |
|
Cohesion |
6.1 |
7.7 |
Improved (Better organization of ideas and logical
flow) |
The
quantitative results of the pre-test and post-test indicated a statistically
significant improvement in students' speaking scores after the digital
storytelling intervention. Additionally, the survey results revealed that
students perceived digital storytelling as an engaging and effective way to
practice their speaking skills.
The
qualitative results through the thematic analysis of the observation notes
identified several key themes:
⮚
Increased
Motivation: The creative and engaging nature of digital storytelling highly
motivated the students to speak in English.
⮚
ImprovedConfidence:
The process of creating digital stories enhanced the student’s confidence in
their speaking abilities.
⮚
Enhanced
Fluency: Repetitive practise in collaborativeenvironmentimproved student’s
fluency.
⮚
Development
of Critical Thinking: Student’s critical thinkingis enhanced using Digital
storytelling.
Discussion
The mixed-methods approach adopted in this study offers a
comprehensive knowledge on the impact of digital storytelling on students'
communication skills. The data collected from the pre-test and post-test shows
a statistically significant progress in the students' language learning
proficiency after the intervention. This showcases the effectiveness of digital
storytelling in improving communication skills. The survey results also
reinforced the idea that the students perceive digital storytelling as an engaging
and effective tool for practising and improving their speaking skills. In
addition to this, thefindings of the present research align with previous researches
which also highlight the impact of using digital storytelling in language
learning process.
The quantitative data gathered through classroom
observations gives a valuable insight into the students' experiences with
digital storytelling. During the storytelling process the students were
actively engaged, which in turn contributed to increased learning motivation
and resultative progress. The process of creating and narrating digital stories
offers students anengaging platform to experiment with different aspect of
language learning and improve various speaking competences. This enhanced their
confidence in their communication abilities. The development of critical
thinking skills is one of the significant outcomes of the present research.
This further reinforces the idea that digital storytelling encourages both
language learning and cognitive growth.
Limitations of the Study
One of the major limitations of the study is thesample
size used for the research. Only ten students from the first semester of the
Computer Science Engineering department, Chaitanya Bharathi Institute of
Technology (Autonomous), Hyderabad participated in the study. Due to the
limited number of participants, the findings and the outcomes of the study may
not be generalizable to a larger and diverse student population. The smaller
sample size not only affects the statistical impact of the analysis but also
limits the possibility to draw broader inferences about the role of digital
storytelling in enhancing speaking skills across different student groups.
Another limitation of the present research is the short
duration of the intervention. The present study was experimented over a limited
period of time, and the long-term impact on speaking skills were not assessed.
The possibility of the students' improvements in speaking proficiency may have
also been influenced by other factors outside of the intervention like previous
language experience or concurrent language learning activities etc. Future
research on the impact of digital storytelling with longer interventions and
follow-up assessments could offer a deeper understanding over time and the
possibility of the improvements for the long term can be analysed.
Conclusion
In conclusion, this study highlights the impact of
digital storytelling as an effective tool for communication skills and speaking
skill in particular among first year college students. The significant
improvements in students' speaking proficiency, as inferred from the pre-test
and post-test results implies that digital storytellingplays a pivotal role in
language learning by offering an interactive platform for student. The findings
of the study also show that digital storytelling not only enhances the speaking
competences like pronunciation, comprehension, cohesion, fluency and vocabulary
but also enhances students' confidence, critical thinking skills, motivation
that makes the language learning process more insightful and productive. These
findings of the study also reiterate that incorporating digital storytelling as
part of language learning curricula will have an effectual impact on enhancing
students' speaking competencies.
Despite the acknowledgedlimitationssuch as the small
sample size and the short duration of the intervention, the study provides
invaluable insights into the impact of digital storytelling in language
learning process and opens avenues for further research. Future researches with
larger and more diverse participant groups, as well as longer interventions,
could offer a more comprehensive understanding about digital storytelling
influences language learning across different contexts and diverse student
demographics. In conclusion the study emphasizes the significance of
incorporating technology-driven approaches like digital storytelling to foster
more engaging, interactive, and effective language learning methods.
Works Cited
Normann.
Digital Storytelling in Second Language
Learning in Faculty of Social Sciences and Technology Management. Norwegian
University of Science and Technology. 2011.
Smeda
et al. “The Effectiveness of Digital Storytelling in the Classrooms: A
Comprehensive Study”. Smart Learning
Environments. 2014. 1:6 DOI10.1186/s40561-014-0006-3
L
Neal. “Storytelling at a Distance”. eLean
Mag. 5. 2001
R
Benmayor. “Digital Storytelling as a Signature Pedagogy for the New
Humanities”. Arts Humanit High Educ. 7(2).
188-204. 2008
E
Dakich. “Towards the Social Practice of DigitalPedagogies. Rethinking Education with ICT:
New Directions for Effective Practices. Yelland, Sense Publisher. 13-30,
2008.
Robin,
Bernard. (2011). The Educational Uses of Digital Storytelling. Proceedings of
Society for Information Technology & Teacher Education International
Conference 2006.https://www.researchgate.net/publication/228342171_The_educational_uses_of_digital_storytelling
Munajah,
R., Sumantri, M. S., &Yufiarti, Y. (2022). The Use of Digital Storytelling
to Improve Students’ Writing Skills. Advances
in Mobile Learning EducationalResearch, 3(1), 579-585. https://doi.org/10.25082/AMLER.2023.01.006
Foelske,
Mindy, "Digital Storytelling: The Impact on Student Engagement, Motivation
and Academic Learning" (2014). Graduate Research Papers. 167.
Penny A. Garcia, Ph.D. Marsha Rossiter, “Digital
Storytelling as Narrative Pedagogy” 1091-97, University of Wisconsin Oshkosh, International Journal of
Progressive Education, Vol. 18, No. 1, 2022 Investigating Research Trends on
Digital Storytelling: A Bibliometric and VisualizedAnalysis PerihanGülceÖzkayaDOI:10.29329/ijpe.2022.426.21