The aim of this mixed methods study is to investigate the effect of two ways of storytelling on speaking skills of Iranian EFL learners. The traditional way of storytelling which is called storytelling aloud is performed by a teacher or a narrator in an educational setting. Another way of storytelling named digital storytelling is done using the internet and websites. This mixed method study measured the differences between effect of digital storytelling and storytelling aloud on speaking skill of Iranian EFL learners using both qualitative and quantitative methods. The data were collected from 42 students who were aged19 to 25 years old at Payam Noor University in Gorgan, Iran. In this study a TOEFL speaking test was administered to students in two classes as the pre-test. Next, one of the classes as experimental group consisting of 21 participants was exposed to treatment in which they participated in a digital storytelling course for 12 sessions. The other class as the control group had the traditional storytelling instruction. At the end of the course, the same TOEFL speaking test was administered to both groups. Alongside the speaking test, the experimental group was given a questionnaire about the effectiveness of digital storytelling course on their motivation to improve their speaking ability. The data analyzed by using SPSS software proved the efficiency of the digital storytelling on the oral performance of EFL learners.
| Published in | International Journal of Language and Linguistics (Volume 2, Issue 4) |
| DOI | 10.11648/j.ijll.20140204.12 |
| Page(s) | 252-257 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2014. Published by Science Publishing Group |
Digital Storytelling, Storytelling Aloud, Oral Performance, EFL Learners
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APA Style
Seyed Jalal Abdolmanafi-Rokni, Masoud Qarajeh. (2014). Digital Storytelling in EFL Classrooms: The Effect on the Oral Performance. International Journal of Language and Linguistics, 2(4), 252-257. https://doi.org/10.11648/j.ijll.20140204.12
ACS Style
Seyed Jalal Abdolmanafi-Rokni; Masoud Qarajeh. Digital Storytelling in EFL Classrooms: The Effect on the Oral Performance. Int. J. Lang. Linguist. 2014, 2(4), 252-257. doi: 10.11648/j.ijll.20140204.12
AMA Style
Seyed Jalal Abdolmanafi-Rokni, Masoud Qarajeh. Digital Storytelling in EFL Classrooms: The Effect on the Oral Performance. Int J Lang Linguist. 2014;2(4):252-257. doi: 10.11648/j.ijll.20140204.12
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Download@article{10.11648/j.ijll.20140204.12,
author = {Seyed Jalal Abdolmanafi-Rokni and Masoud Qarajeh},
title = {Digital Storytelling in EFL Classrooms: The Effect on the Oral Performance},
journal = {International Journal of Language and Linguistics},
volume = {2},
number = {4},
pages = {252-257},
doi = {10.11648/j.ijll.20140204.12},
url = {https://doi.org/10.11648/j.ijll.20140204.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20140204.12},
abstract = {The aim of this mixed methods study is to investigate the effect of two ways of storytelling on speaking skills of Iranian EFL learners. The traditional way of storytelling which is called storytelling aloud is performed by a teacher or a narrator in an educational setting. Another way of storytelling named digital storytelling is done using the internet and websites. This mixed method study measured the differences between effect of digital storytelling and storytelling aloud on speaking skill of Iranian EFL learners using both qualitative and quantitative methods. The data were collected from 42 students who were aged19 to 25 years old at Payam Noor University in Gorgan, Iran. In this study a TOEFL speaking test was administered to students in two classes as the pre-test. Next, one of the classes as experimental group consisting of 21 participants was exposed to treatment in which they participated in a digital storytelling course for 12 sessions. The other class as the control group had the traditional storytelling instruction. At the end of the course, the same TOEFL speaking test was administered to both groups. Alongside the speaking test, the experimental group was given a questionnaire about the effectiveness of digital storytelling course on their motivation to improve their speaking ability. The data analyzed by using SPSS software proved the efficiency of the digital storytelling on the oral performance of EFL learners.},
year = {2014}
}
TY - JOUR T1 - Digital Storytelling in EFL Classrooms: The Effect on the Oral Performance AU - Seyed Jalal Abdolmanafi-Rokni AU - Masoud Qarajeh Y1 - 2014/07/10 PY - 2014 N1 - https://doi.org/10.11648/j.ijll.20140204.12 DO - 10.11648/j.ijll.20140204.12 T2 - International Journal of Language and Linguistics JF - International Journal of Language and Linguistics JO - International Journal of Language and Linguistics SP - 252 EP - 257 PB - Science Publishing Group SN - 2330-0221 UR - https://doi.org/10.11648/j.ijll.20140204.12 AB - The aim of this mixed methods study is to investigate the effect of two ways of storytelling on speaking skills of Iranian EFL learners. The traditional way of storytelling which is called storytelling aloud is performed by a teacher or a narrator in an educational setting. Another way of storytelling named digital storytelling is done using the internet and websites. This mixed method study measured the differences between effect of digital storytelling and storytelling aloud on speaking skill of Iranian EFL learners using both qualitative and quantitative methods. The data were collected from 42 students who were aged19 to 25 years old at Payam Noor University in Gorgan, Iran. In this study a TOEFL speaking test was administered to students in two classes as the pre-test. Next, one of the classes as experimental group consisting of 21 participants was exposed to treatment in which they participated in a digital storytelling course for 12 sessions. The other class as the control group had the traditional storytelling instruction. At the end of the course, the same TOEFL speaking test was administered to both groups. Alongside the speaking test, the experimental group was given a questionnaire about the effectiveness of digital storytelling course on their motivation to improve their speaking ability. The data analyzed by using SPSS software proved the efficiency of the digital storytelling on the oral performance of EFL learners. VL - 2 IS - 4 ER -
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