The effects of digital storytelling on elf students’ speaking performance at an english center in ho chi minh city

Digital Storytelling activities are considered to be a useful tool for languase learners activity can improve students’ speaking performance, The study aimed to examine helping grade-8 s

BO GIAO DUC VA DAO TAO TPHCM

TRUONG DAI HQC SU’ PHAM THANH PHO HO CHi MINH

Truong Ngoc Anh

THE EFFECTS OF DIGITAL STORYTELLING ON EFL STUDENTS’ SPEAKING PERFORMANCE

AT AN ENGLISH CENTER

IN HO CHI MINH CITY

N VAN THAC Si KHOA HQC GIAO DUC

Thành phố Hồ Chí Minh - 2024

BO GIAO DUC VA DAO TAO TPHCM

TRUONG DAI HQC SU’ PHAM THANH PHO HO CHi MINH

Truong Ngoc Anh

THE EFFECTS OF DIGITAL STORYTELLING ON EFL STUDENTS’ SPEAKING PERFORMANCE

AT AN ENGLISH CENTER

IN HO CHI MINH CITY

Chuyên ngành: Lý luận và phương pháp dạy học bộ môn tiếng Anh

Mã số: 8140111

LUẬN VĂN THẠC SĨ KHOA HỌC GIÁO DỤC

Người hướng dẫn khoa học:

PGS.TS PHẠM HỮU ĐỨC

Thành phố Hồ Chí Minh - 2024

In order to complete the requirements for the M.A degree at Ho Chi Minh

“The effects of digital

storytelling on EFL students’ speaking performance at an English center in Ho Chi City University of Education, I thus certify that the thesi

Minh City” is the product of my own research

In the thesis’s major body, no one else’s work has been utilized without giving full credit There are no other postsecondary institutions to which this thesis has been published elsewhere or that has been taken, in whole or in part, from a thesis references provided within the thesis text

Ho Chi Minh city, April 2024

Truong Ngoc Anh

The memory on Ho Chi Minh university will last forever The knowledge I learn from the dedicated lecturers, the precious advice I received from these

teachers, the enjoyable time I spend here with my beloved teachers and helpful classmates would be what special most in my life

First and foremost, I would like to sincerely thank Associate Professor Doctor

Pham Huu Duc, my dedicated supervisor Your patience, enthusiasm for teaching, extremely fortunate to have had the opportunity to work under your guidance Many dedicated and well-informed English lecturers who gave me made-up lectures

You inspired and guided me to become a distinguished educator like you in

the future:

I dedicate this thesis to my family, whose constant love, endless support, and

unwavering belief in me have been sources of inspiration and motivation throughout

my life, including my academic journey and the completion of this thesis

1 want to express my gratitude to all of my colleagues and pupils for their

assistance and involvement in this study,

Finally, I want to express my sincere gratitude to my partner, my parents-in-

law, my parents, and children for their support ever since I began the master’s program

Digital Storytelling activities are considered to be a useful tool for language learners

activity can improve students’ speaking performance The study aimed to examine

the effectiveness of Digital Storytelling in collaborative learning environments in graders from English Galaxy Center in Ho Chi Minh city were selected as was administered to ensure the homogeneity of the group being treated After a

Was used to assess students” attitudes towards collaborative learning using digital impact on students’ speaking performance, The questionnaire also revealed that

most learners had positive attitudes towards collaborative learning using digital approach to improve students’ speaking performance among grade 8 students in the

centers and middle schools incorporate Digital Storytelling into their speaking

classes to enhance students’ speaking performance and attitudes toward collaborative learning through digital storytelling activities

Keywords: digital storytelling activities, speaking performance, students’ attitudes, collaborative learning

1.2 Statement of the problem

1.3, Aims and objectives of the study,

1.4, Research hypotheses,

1.6 Structure of the thesis

(CHAPTER 2 LITERATURE REVIEW

2.1 The Concept of Digital Storytelling

2.1.2 Underlying Learning Theories of Digital Storytelling Activities

2.1.3 Merits and Demerits of Digital Storytelling „10 3.1.4 Digital Storytelling and Collaborative Leaning 212

2.1.6 Procedure of Digital Storytelling Activities ° 2.2 The Concept of Speaking Performanee 52 110220020 2.2.1 Definitions of Speaking Performance

2.2.2 Components of speaking performance

2.5 Conceptual Framework „40 CHAPTER 3 RESEARCH METHODOLOGY “4

3.7 Data analysis,

3.8 Research Procedure

3.9 Reliability and validity

3.9.1 Pre- speaking test and post speaking test

CHAPTER 4 DATA ANALYSIS AND DISCUSSIONS OF FINDINGS .61

4.1 Data analysi: 61

4.1.2 Data analysis of the questionnaire 64

5.1 Main Findings 87 5.2 Educational Implications se — - ¬ 87

5.3 Limitations of the study

5.4 Recommendations for further study

REFERENCE!

APENDICES

Figure 3.1 Capcut app for mobile phones ond Figure 4.1 Comparison of pre- and post-test results on all speaking aspects

(mean scor€) Ầ.,.1 th như

Cronbach's Alpha coefficient

Timeline of the research Tests of normality

Descriptive Statistics on the pretest and posttest H33

Students’ attitudes towards individual and group accountability in learning collaboratively using digital storytelling

Students’ attitudes towards individual and group accountability in

Students’ attitudes towards Interpersonal Skills Students’ attitudes towards Group Processing The Mean Score of Leamers’ Attitudes toward Collaborative Learning through Digital Storytelling

1.1 Background to the study

English is @ universal language, and without it, a language barrier might stifle cross-regional interaction and inhibit globalization in this constantly changing

world, As a result of English’s considerable importance, it has become a mandatory

subject in many countries worldwide, including Vietnam Therefore, the new

English curriculum (MOET, 2018) was released in December 2018 to establish and

develop communicative competence through the use and practice of linguistic

knowledge (grammar, vocabulary, and pronunciation) and linguistic skills

(Listening, Reading, Writing, and Speaking) (ibid., p 3) Undoubtedly, speaking is

one of the essential sl s that both practitioners and leamers consider while considering this foreign language

1.2 Statement of the problem

Effective speaking is an instance of something that, in the classical world, may change the course of a battle or announce the sovereignty of a nation When it speaking capacity is “the must thing” However, there was much confusion about

be trained Only 10% of Vietnamese school children prefer to learn other languages

outside English, including French, Russian, Japanese, and Korean (Tran &

Tanemura, 2020) English is a common course of study even at private language

schools and educational institutions (Le, 2011), However, teachers in Vietnam still

tend to emphasize grammar and reading comprehension rather than teaching

greater attention to technological instruction as information technology has grown

in popularity and worldwide knowledge has expanded rapidly (Hung, Hwang, &

well as their speaking skills, in particular, researchers have tried to build and

integrate technology into classroom teaching procedures I would like to undertake

lower secondary school level, which is why I would like to do this study 1.3 Aims and objectives of the study

This study aims to determine the effects of digital storytelling activities as a collaborative leaming on lower secondary school students’ speaking performance

During these digital storytelling sessions, students engage in group activities where

collectively in front of the class Through collaborative learning, they work together Subsequently, the effectiveness of digital storytelling in improving students” proficiency, Surveying students on their attitudes toward collaborative learning is

collaborative learning, which will be illustrated and explained in the literature study

‘The purpose of this survey is to help students improve their speaking performance

To put it another way, the purpose of this research is to find the answer to the following research questions:

1 What are the effects of digital storytelling activities on junior high school students’ speaking performance?

2 What are junior high school students” attitudes towards collaborative learning using digital storytelling?

1.4, Research hypotheses

The two hypotheses for this research could be:

Hypothesis 1: Students who have received digital storytelling instruction have much better speaking performance than those who have not Hypothesis 2: Students have positive attitudes towards collaborative learning using digital storytelling

This section highlights the importance of the research for the field of speaking pedagogy in the setting of English centers by discussing the theoretical and practical implications of the study’s findings

Regarding theoretical contributions, the study is one of few studies about the

effects of digital storytelling on students’ speaking performance in Vietnam,

performance across various dimensions, thereby offering deeper insights into the

‘subject matter and contributing to the existing literature in this field Practically speaking curriculum writers, educators, school administrators, researchers, and students can all benefit from this study, Digital storytelling may

present a new way of teaching speaking to the pupils Through digital storytelling

effectively and increase their level of activeness and involvement in the

construction of knowledge and learning activities

The study’s findings might provide a new method for teaching speaking to

English teachers They will have a better understanding of the model and how to create and use it in their classrooms,

The study may provide school administrators insight into the value of digital storytelling in enhancing students’ speaking performance This finding could serve the know- how to teach English speaking skills in classrooms equipped with

technology,

The study might serve as a foundation or point of reference for those creating the curriculum to teach speaking To help the pupils, they can use digital storytelling or incorporate a portion of the model

The findings of this study could serve as a basis for additional research or relevant content for researchers in the future,

1.6 Structure of the thesis

The thesis is divided into five main chapters including:

Chapter 2: Literature review

Chapter 3: Research Methodology

Chapter 4; Data analysis and discussions of findings Chapter 5: Conclusions and implications

In conclusion, this chapter has established the foundation for the next chapters

of this research document by presenting the background, problem statements,

chapters will look more closely at the identified research challenge as well as the

practical contributions of this study will offer valuable implications for scholars,

administrators, and pupils who are interested in this field of study or who may

benefit from the research findings These insights will relate to the use of digital

storytelling to improve students’ speaking performance in middle schools

LITERATURE REVIEW The chapter examines previous studies relevant to the current research It begins discussing its underlying learning theories, merits, and demerits, Following this, learning, speaking performance, and its aspects before investigating the concept of learners’ attiudes toward collaborative learning through digital storytelling

learners’ speaking performance in speaking classes and their attitudes towards the research gaps The chapter ends with the theoretical framework of the study

2.1 The Concept of Digital Storytelling

2.1.1 Definitions of Digital Storytelling

2.1.1.1 Storytelling

Dudley (1997) explained that tale-telling

audience in an entertaining manner in order to increase the audience's enjoyment,

the art of communicating with an

retention, and understanding of the message being conveyed It can be done through

the use of any skills (musical, artistic, or creative) or props that a teller chooses in

order to increase the audience's enjoyment, retention, and understanding of the amusement and entertainment

Ellis and Brewster (1991) stated the story’s vocabulary is provided in a vivid and

clear context, and illustrations aid in the communication of meaning Students can

remember vocabulary more easily if it is presented in an amusing context, and

storytelling is defined as the process by which teachers present texts in the form of telling stories to facilitate comprehension or by which students retell texts in a new

construction to develop integrative skills

engaged in

Haven (2006), an educator and professional storyteller, gave the following

a particular, live audience via the use of words, vocalization, and/or physical movement and gesture In other words, storytelling incorporates a variety of

different aspects, such as facial expressions, that we might use to communicate a

message,

The definitions above disclose certain crucial phrases that are important to keep in

collaborative and supportive classroom atmosphere, among others It is possible that

storytelling will be @ helpful strategy for children who are visual learners in order

for them to recall new terminology In addition, storytelling may be used in conjunction with the teaching of the four skills

Components of Story-telling

According to Knapp (2000), the components of storytelling are below

~ Complication (what, partly why): What happened that set events in motion, what changed, when, where, why? News is change What changed your characters?

= Process of Responding/Resolving (more what): What “broke the window”, set

where their actions would lead?

~ Setting (where, when): Mood, Weather, Colors, Textures, Smells and Sounds

~ Characters (who): Central characters, supporting characters, clothing, how they

talk, move, behave

- Resolution (how): How characters solved the problem, but sometimes this has not

happened yet, ete

- Closure: How did characters solve the problem? Sometimes this has not happened yet, what was resolved by deadline? Follow up, Readers want to know

Digital storytelling could be utilized as a multimedia tool in language learning

to assist students in improving their speaking skills by allowing them to tell their 2020) There are three main forms of digital storytelling: Documentaries personal

narratives, and tales that educate and enlighten are all included in this collection

their stories about the good and bad aspects of various social circumstances

(Lambert, 2007),

Digital stories, according to Robin, are used in education to present new

information, promote discussion, and simplify difficult-to-understand subjects, Multimedia instruction in the classroom helps students understand complicated

structure their ideas, pose questions, convey their viewpoints, create narratives, and present information in an innovative and useful way (Ohler, 2013) Furthermore, digital storytelling is recognized as an approach that helps educators meet diverse student needs and stimulates student engagement in honing

their oral communication abilities Consequently, educational _ institutions

worldwide have increasingly integrated digital storytelling activities into their

competencies (Chang, 2017), Additionally, the adoption of digital storytelling has surged in second-language learning environments

Additionally, when students share their work with classmates and publish

digital stories online, they gain valuable experience in analyzing both their own and

their peers’ work, This can enhance emotional intelligence and promote the benefits

of social learning (Robin, 2008)

Moreover, digital storytelling has shown positive impacts on various

educational aspects such as student-centered learning (Marin et al., 2018), (Anderson, 2017), and moral conduct (Goldingay et al., 2018), Rather than being

effects, and practicing in small groups, guided by the teacher Additionally, digital

better organize their observations and ideas (Hung, Hwang, & Huang, 2012; Robin,

2008)

Lestariyana suggests that students can improve their English speaking skills by using digital storytelling, as it provides a fearless platform for them to modify their (2018) Additionally, digital storytelling serves as an altemative method to make

language skills, and educational attainment levels (Syafryadin, Haryani, Salniwati,

In general, digital storytelling provides an innovative as well as effective

means of sharing concepts, engaging audiences, and sharing experiences in the

current digital era, Digital storytelling is constantly evolving and becoming more activism, marketing, education, entertainment, or personal expression, 2.1.2 Underlying Learning Theories of Digital Storytelling Activities

‘The first underlying theory of digital storytelling activities is constructivism The integration of constructivism and digital storytelling has gained attention in storytelling, as a constructivist approach, aligns with the idea that learners construct

their understanding of concepts through active participation and engagement with meaningful tasks (Robin, 2008), Digital storytelling aligns with the constructivist

view of learning as an active, meaning-making process (Mishra & Koehler, 2006),

Leamers actively engage with digital tools to create narratives, construct

knowledge, and make sense of information in personal and meaningful ways,

Besides, digital storytelling enables students to craft narratives that hold personal

significance, blending their individual experiences, viewpoints, and feelings into the

cultivates a more profound grasp of the subject matter

In line with this approach, constructivism suggests that learners acquire the target language that matters most to them through social interactions with their

environment and reflection on their experiences (Simina & Hamel, 2005)

According to Piaget’s theory, leaming develops into an active, constructive process

in which new information and world representations are absorbed and integrated

into preexisting mental constructs Learning is a developmental process that builds

on prior learning experiences and knowledge (Kaufman, 2004)

Okumus found that teachers’ core constructivist ideas allowed students to

design their own learning Teachers should provide pupils lots of opportunity to discussion about telling, writing, and performing stories with a qualified third party

tool for fusing digital media into creative teaching and learning, provides the

foundation for digital storytelling as a teaching and learning tool (2020),

By integrating constructivism with digital storytelling, educators can create dynamic and immersive learning environments that promote active engagement, collaboration, and reflective thinking among learners

‘The second underlying theory of digital storytelling activities is sociocultural theory The importance of social contact and cultural background in the formation

construction of knowledge within a social and cultural context and collaborative

interaction are the ways in which leaming happens when it comes to digital storytelling,

Based on Vygotsky's research, sociocultural theory highlights the significance

of social interaction and cultural background in the learning process (Vygotsky, 1978) This theory states that co-construction of knowledge within a social and cultural context and collaborative interaction are the ways in which learning

happens when it comes to digital storytelling With the help of peers and their

together (Ohler, 2008) Higher-order thinking abilities are developed and learning resulls are improved by this cooperative, culturally sensitive approach, Lantolf highlighted mediation, the zone of proximal development (ZPD)

“scaffolding” and collaborative engagement as central components of sociocultural

collaborative interactions, either teachers or peers offer “scaffolding”-assistance

language learning process requires social interaction and collaboration with peers,

instructors, and parents, with sociocultural methods of mediation and the ZPD

aiding in this endeavor This cooperative, culturally attuned approach enhances

outcomes in education (2005)

Huang, Liu, Wang, Tsai, and Lin emphasized that deep discussions allow

students to agree, disagree, and mutually criticize reasoning, allowing them to lake

advantage of the social aspect of learning with the ultimate objective of allowing which capitalizes on the nature of social learning and employs scaffolding, environment (2017), Since a digital story is a strong work of art that might arise

various similarities (Glava, Arvanitis, Panagiotis, Georgios, 2017) As stated by another, as both digital and traditional storytelling may be a significant and successful social approach to improve learners” speaking abilities (2019) 2.1.3 Merits and Demerits of Digital Storytelling

‘There are many merits of digital storytelling Green (2013) proposed three

characteristics of digital storytelling in enhancing the students’ ability to produce

the language output: a) the presence of a visual component, b) the ability to edit out

revise their scripts as many times as they like throughout the preparation phase To

further inspire students to do their best work, they know that their speech will be

heard by a large audience Moreover, in the digital storytelling activity, students

other's one; as a result, learners have the chance to get to know and use the new

words and structures, which support their speaking performance (Arroba & Acosta, learn than conventional storytelling because it incorporates animation, music

background, and visual effect (Rositasari, 2021)

Finally, digital technologies can play an essential role in the study of English

in general and in particular Digital technology has the potential to change the way people learn and teach, according to Kozma (1994) It is their belief that the use of

computers and other educational media in the classroom has the potential to

improve students” academic performance as well as their attitudes toward school toward learning, they may experience satisfaction and motivation while they are proficiency, Effective education is needed to nurture students’ core skills, especially

than conventional direct teaching (Hung, Hwang & Huang, 2012; Chu, Tse, and may provide learners with pleasure and activity via their unique attributes If all include technology into the learning process Digital storytelling, for the reasons

stated above, is thought to aid in the acquisition of English and the improvement of

‘one’s ability to communicate effectively in the language

On the other hand, when considering the demerits of digital storytelling for

improving students’ speaking performance, several aspects should be addressed,

often highlighted in educational research Firstly, digital storytelling often relies on

technology, which can introduce technical difficulties and distract from the

speaking performance aspect According to Dascalu et al (2014), technical issues

with digital tools can hinder the learning process and decrease students’ motivation,

Secondly, some argue that digital storytelling may lead to a loss of authentic

interaction, as students may focus more on technology manipulation rather than

meaningful oral communication This point is discussed by Kajder (2004), who

communication Thirdly, not all students may have equal access to technology and

digital resources, potentially widening the gap in speaking performance outcomes sed by Warschauer (2002), who highlighted the digital divide as

a barrier to equitable learning experiences

This point is di

To sum up, while there are concerns about digital storytelling, the model facilitates learning with technology and a shifting focus on students as active

Participants, Digital storytelling provides students with opportunities to make

choices regarding content, format, and presentation style, allowing them to tailor autonomy fosters a sense of ownership and investment in the learning process, storytelling promotes peer collaboration and feedback, creating a supportive

2013) Through collaborative activities such as peer editing, critique sessions, and diverse perspectives As a result of these developments, digital storytelling is worth

the time and effort invested by both learners and course instructors,

2.1.4 Digital Storytelling and Collaborative Learning

2.1.4.1 Collaborative Learning

Collaborative learning is a pedagogical approach that emphasizes active

engagement and cooperative interaction among students to achieve learning

objectives (Johnson & Johnson, 1989), This approach encourages students to

exchange ideas, perspectives, and knowledge, fostering deeper understanding and

retention of course material (Slavin, 1995) In collaborative learning environments, discussions, problem-solving tasks, and task-based learning (Dillenbourg, 1999),

One of the key principles of collaborative learning is shared responsibility, where

& Johnson, 1994) This shared responsibility promotes a sense of accountability among group members and encourages active participation in group activities Collaborative Ieaming also involves cooperative interaction, where students collaborate with one another to solve problems, discuss concepts, and provide

feedback (Johnson & Johnson, 1999) Through this cooperative interaction, students

develop communication skills, lea from their peers, and gain exposure to diverse perspectives,

Furthermore, collaborative learning promotes critical thinking skills as

students engage in discussions, analyze information, and evaluate different

viewpoints within the group (Gokhale, 1995) By working together to solve knowledge, and develop a deeper understanding of the subject matter 2.1.4.2 Digital Storytelling and Collaborative Learning Digital storytelling is closely linked to collaborative learning and plenty of studies were conducted to demonstrate that digital storytelling can enhance collaborative learning experiences Hull and Nelson explored the semiotic power of multimodal forms of communication, including digital storytelling, in collaborative

multimodal tools, such as digital storytelling, to enhance collaboration, creativity,

and engagement in learning (2005), Moreover, Ohler discussed the benefits of

digital storytelling in developing students’ communication skills and fostering

collaboration The study emphasized how digital storytelling can engage students in

collaborative learning experiences, promoting creativity, critical thinking, and

tool for collaborative learning, emphasizing its potential to foster creativity, critical storytelling can enhance collaborative learning experiences by providing students

with opportunities to collaborate, create, and share multimedia narratives, leading to

increased engagement and motivation (2011) Furthermore, Robin examined the

how digital storytelling can facilitate collaboration, communication, and creativity among students, leading to enhanced learning outcomes (2016)

Since digital storytelling frequently incorporates group projects, peer

evaluation, and shared experiences, it is closely related to collaborative learning First and foremost, digital storytelling fosters peer cooperation and feedback,

learn from one another (Lambert, 2013), In this study, students will collaborate in

groups (o produce digital videos, which improves teamwork Students would have would speak up, and others would provide suggestions Students engage in digital collaborate in productive ways, exchange ideas, and gain knowledge from a variety

of viewpoints through peer editing, critique sessions, and group projects

Second, because students share their experiences with classmates and offer

helpful criticism, digital storytelling encourages peer review and critique (Ohler

2013) Peer feedback sessions offer students opportunities to receive diverse

perspectives, refine their storytelling skills, and learn from cach other's strengths

where students collaboratively explore topics, conduct research, and create deepen their understanding of subject matter, develop critical thinking skills, and

build a sense of community within the classroom,

diverse perspectives, backgrounds, and experiences to the creative process (Kajder,

2004) By sharing personal stories and cultural insights, students enrich each other's

empathy and respect for diversity Fifthly, collaborative digital storytelling reflects dialogue, and negotiation (Lambert, 2013) Through collaborative activities,

ideas, leading to deeper learning outcomes Collaboration in digital storytelling encouragement, and validation (Ohler, 2013) Working together on storytelling sense of camaraderie and belonging

These points demonstrate how digital storytelling promotes collaborative learning by encouraging group collaboration, peer feedback, shared experiences,

diverse perspectives, the social construction of knowledge, and mutual support

within the learning community

2.1.5 Mobile Assisted Language Learning

Mobile-assisted language learning refers to the use of mobile devices, such as smartphones and tablets, to support language learning activities Firstly, Stockwell

(2010) discussed how mobile devices can enhance student engagement and

motivation in language teaming by providing access to authentic materials,

interactive activities, and personalized learning experiences Secondly, Thornton language learning, allowing learners to study anytime, anywhere, and at their own busy schedules and take advantage of moments of downtime Thirdly, Kukulska-

authentic language use and communication, Mobile technologies enable learners to

engage in real-world language interactions with native speakers Fourthly, Stockwell and Hubbard (2013) explored the potential of mobile devices to support collaborative language learning activities, such as peer

interaction, group projects, and language exchanges Mobile technologies enable

learners to collaborate with pecrs and engage in communicative language practice

Saima, and Khuhro, Aqsa (2023) examined the effectiveness of mobile vocabulary

apps in supporting vocabulary acquisition among English language learners The knowledge and retention through repeated exposure, interactive exercises, and

multimedia features Chen and Su (2009) also investigated the use of mobile

devices for grammar learning in a study with Taiwanese college students The

grammar proficiency and motivation compared to traditional paper-based exercises

In conclusion, there are various aspects of mobile-assisted language learning, including engagement, flexibility, authenticity, personalization, collaboration, and vocabulary and grammar acquisition

2.1.6 Procedure of Digital Storytelling Activities

Preparation and materials

‘The teacher will need to prepare the materials in advance

Pre-task (15 mins)

Aim: To introduce the topic and give the class exposure to language related to it To highlight words and phrases

- Showing students the materials and asking related questions

- Brainstorming words/ phrases onto the board related to the topic,

- Introducing the listening/ reading exercise, Write up different alternatives on

the board to give them a reason for listening/ reading Play the listening record/ let

second time to note down some language

Tell the students that they will create a story related to the topic using digital

tools and give them a few minutes to think over,

Task (30 mins)

= The students will next collaborate to brainstorm ideas, develop a plot, and write a script for the story The brainstorming and writing plot can be done in an

they can work in groups at school or even at home, yet be aware of who contributed

what, and all the students can join hands at the same time Following that, learners

will gather resources and develop a strategy for their digital storytelling task They

instructor not always being able to answer all of the students’ inquiries With the

assistance of the Internet, pupils may discover material on their own, and what they

learn on their own helps them recall better For instance, children may use the

Internet or the Cake app to locate authentic native English for their story's dislogue, software for learning authentic English phrases picked by English experts or for

instruct the students how to divide the work, create the plan in a reasonable and

interesting way, and so on

- When the learners have finished brainstorming and have written down all of

your thoughts and narration scripts The digital storytelling components selected by

generate a video after that This program features a number of benefits, including

the ability to create video clips on a mobile device, as well as the ability to add a

variety of stickers, filters, and effects, Music licensing means that users will not

have to pay for it (Liao, 2021),

- The pupils will spend time practicing telling the story with the preparation

script In this process, the instructor will serve as a mentor, showing pupils how to

create a video, add music, manage time, how to speak with correct grammar, evaluate their pronunciation and intonation while working on a task at school or learning how to speak English that will help you improve your pronunciation and Assistant) The use of technology instruments in the creation of the story is clearly

beneficial to the learning process

Report (30 mins)

- After creating the video, the students will upload the video on Youtube Rich

media, such as music, sound effects, graphics, animations, video, and other

electronic components, are assembled by the storyteller to reinforce the script’s prepared and rehearsed to tell the tale in front of the audiences,

= Students hear the story in class, their task is to choose one of them They can ask questions after the story narration

= Teacher gives feedback on the content and quickly reviews what is suggested

Students vote and choose one of the stories

Language Focus (20 mins)

~ — Write on the board good phrases used by the students during the task and

incorrect phrases/ sentences from the task without the word that caused the problem Students discuss the meaning and how to complete the sentences

- Hand out the script from the listening or the reading text and ask the students

to underline the useful words and phrases.

2.2 The Concept of Speaking Performance

2.2.1 Definitions of Speaking Performance

2.2.1.1 Definitions of Speaking

Speaking is a productive skill ‘Speaking is used to negotiate and achieve

meaning in social contexts and so cannot be divorced from those contexts."

(Schmitt, 2010) and ‘For language teaching, this means that every lesson involving learning and teaching, speaking is a crucial factor in implementing and conveying circumstances

Bygate (1987) held a view that most of the time, the person we are talking to is

in front of us and can correct us if we say something wrong Speakers may need

patience and imagination, too, but not like readers or writers When people are

talking, they should pay attention to the other person and let the other person speak

Besides, second language learners must absorb the existing connections in the target language among form, meaning, and usage to build the communicative

competence and capacity to employ these resources in authentic contexts and time strategies, fluency and accuracy, and the type of speaking when they are

communicating Richards, Platt and Weber (1985) stated that Communicative

Competence includes:(1) Knowledge of the grammar and vocabulary of the

conversations, kno’ ing what topics can be talked about in different types of speech

event, knowing which address, forms should be used with different person one different types of speech acts such as requests apologies, thanks and invitations; (4)

Knowing how to use language appropriately (Nunan, 1999), Hymes, D (1974) proposed the notion of communicative competence as an

alternative to Chomsky’s linguistic competence Communicative competence

conversational skills that enable the speaker to know how to say what to whom,

when Sandra Savignon, in the early 1970, defined Communicative Competence as

“ability to function in a truly communicative setting”

Therefore, speaking is a complex activity, and teachers should use an effective

and practical teaching strategy to help students enhance their communicative

competence

The function of speaking is important because it facilitates communication,

social interaction, and academic and professional success Mastering speaking skills effectively There are three main functions of speaking: “talk as interaction, talk as

transaction, talk as performance” (Richards, 2008),

a Talk as interaction

The term “conversation often used to refer to this kind of contact, which is essentially interpersonal It is typical for individuals to begin their interactions with conversation, such as recounting their most recent journey The speaker's self- image is more important than the content of their speech

b, Talk as transaction

Situations in which the emphasis is on what is said or done are referred to as

“talk as transactions” Participants and how they interact socially are not the primary transactions, there are two forms of conversation First, there are exchanges in which the parties are mainly concerned with what is said or accomplished, and then

there are transactions in which the players are primarily concemed with what is

‘obtained in terms of products or services

c Talk as performance

Talk as performance, as opposed to talk as interaction or transaction, is the act

of imparting ideas or information via the delivery of a presentation, public speaking,

or other means Rather than a conversation, this sort of function is often performed

in monologue

Chomsky described performance as the real use of language in particular

settings, whereas competence was defined as the speaker-knowledge hearer ‘s of his

language (Chomsky, 1965) From this distinction, Brown concluded that if language

performance can only be regarded as an external manifestation of underlying but

unmeasured linguistic ability (1996) In other words, teachers can recognize that

and that performance is just a skewed picture of underlying competency (ibid.), The nuanced view of performance Moreover, performance is advantageous because it lack of knowledge about the language It is possible to infer that performance is a

described as genuine instances of language usage occurring in real time which are 2005)

2.2.1.3 Definitions of Speaking Performance

“Speaking performance is defined as actual instances of producing oral language in real time” (McNamara, 1996, p $4; ibid., p.36) Speaking performance

but also in the context of other evaluation areas of study, Speaking performance

refers to the ability of an individual to effectively communicate orally, using

Speaking performance encompasses the capacity to express ideas, opinions, and demonstrating appropriate pronunciation, intonation, and nonverbal communication skills (Brown, 2007).

2.2.2 Components of speaking performance

According to Jeremy, teaching students how to speak English may be regarded

as teaching them how to produce the sounds and patterns of the language (2007) and a sense of the language's rhythm so that they can express their ideas clearly and which is an important part of the learning process It is critical to use the right words

In this research, the speaking performance of the learners would be assessed comprehension, These are also five elements of speaking performance in the study

of Brown (2004):

a, Vocabulary

Vocabulary encompasses the lexical repertoire of words and phrases that an individual possesses in a given language, including their meanings, usage, and phrases that an individual knows and understands in a particular language Teaching

to communicate effectively, it is critical for language learners to use the right words

communication Without a significant vocabulary, an individual will be unable to

tion, Without grammar, very little can be communicated, and without vocabulary, nothing As a write English properly

formats A lack of vocabulary also creates a barrier to language acq

b Grammar

Grammar comprises the set of rules and principles that dictate the structure, organization, and function of language, including syntax, morphology, phonology,

described by grammar rules For example, the direct object is the noun on which the terminology to describe their forms and purposes The term “form” refers to the

they appear, “Use” relates to the message conveyed by the structure

¢ Pronunciation

Pronunciation refers to the way in which speech sounds of a language are produced and articulated by a speaker, including the correct formation of individual 2010), Pronunciation deals with the phonological process that refers to the how sounds vary and pattern in a language The two main features of pronunciation knowledge of studying how the words in a particular language are produced clearly

to make the process of communication easy-to-understand for both speakers and listeners,

d Fluency

Fluency refers to the ability to express oneself effortlessly and smoothly in a language, demonstrating ease, speed, and naturalness in speaking or writing clearly, fluently, and expressively In other words, the speaker can read, Fluency is described as the capacity to communicate clearly and fluently Many rapid rate of speech and a limited number of pauses These indications suggest that

pieces necessary to deliver the message According to the definition above, fluency

refers to the capacity of someone to talk fluently and correctly with few or no

pauses

Comprehension

Comprehension refers to the ability to understand and interpret written, spoken, or visual language, including grasping the meaning, ideas, and implications Comprehension is the capacity to comprehend what is being said and to express our

the speaker presents the information in a logical and understandable manner so that

the listener could quickly grasp the main idea after hearing it from the speaker In

conclusion, there are three main elements thal contribute to speaking performance:

vocabulary, grammar, pronunciation, fluency and comprehension

2.3 Students’ Attitudes towards Collaborative Learning through Digital

Storytelling

2.3.1 Students’ Attitudes

The Icarning process as well as outcomes of pupils who study languages can actually be greatly impacted by their attitudes Bogardus (1928) described attitude which consequently transforms it into a positive or negative value According to

positive or negative, toward a certain item, someone, or an occasion As noted by

Brown (2001), attitudes- emotional aspects like feelings and relationships with

others- have a significant impact on language learners, Gal and Ginsburg (1994) and feelings experienced during the learning phase of the studied subject

As noted by Brown (2001), attitudes- emotional aspects like feelings and relationships with others- have a significant impact on language learners, Gal and Ginsburg (1994) defined attitudes in the context of education as the culmination of

all the emotions and feelings experienced during the learning phase of the studied

subject The writer, however, concentrated on Eagly and Chaikens (1993)

description of attitudes as “a psychological tendency that is expressed by evaluating

a particular entity with some degree of favor or disfavor” (p 1) because the above

definitions relate to general attitudes rather than a specific object Other researchers like Ajzen (1989) and Baker (1992) also divided attitudes

into different elements before Eagly and Chaiken (1993) As was previously

stuck to their attitude model Furthermore, building on Eagly and Chaiken’s model,

components of attitude: cognitive (belief and knowledge), affective (feclings and

emotion), and behavioral (the attitude’s impact on current behavior or a specific behavioral intention)

2.3.2 Students’ Attitudes towards Collaborative Learning through Digital

Storytelling

There are five key principals of collaborative learning through digital

storytelling activities that will be included in the survey:

a.Positive Independence:

In the context of collaborative learning, positive interdependence describes a state in which members of the group believe they are all in this together and that their personal success is dependent upon the group's overall success Members of the group are encouraged to cooperate rather than compete because they understand

Gohnson & Johnson, 1989) Research has shown that positive interdependence is

associated with improved learning outcomes for students engaged in collaborative cooperatively, they are more likely to engage in critical thinking, problem-solving,

and knowledge construction, leading to deeper understanding and retention of

materials and knowledge, and recognize group accomplishments (Slavin, 1980)

According to research, students who participate in collaborative learning activities achieve better academic results and have higher levels of group cohesion interdependence emphasizes the idea that group members share a common fate and

& Johnson, 1989) This mutual accountability encourages students to take

ownership of their learning and actively contribute to group tasks

Positive interdependence fosters a sense of community and belonging within the group Group members develop interpersonal relationships, trust, and sense of community enhances the learning experience and contributes to a supportive learning environment

In summary, positive interdependence is a core principle of collaborative learning that emphasizes mutual accountability, cooperation, community building,

and enhanced learning outcomes By structuring tasks to promote positive

interdependence, educators can create collaborative learning environments where

students actively engage in meaningful learning experiences and develop important interpersonal and academic skills

b Individual and Group Accountability

In collaborative learning through digital storytelling activities, both individual

and group accountability play crucial roles in ensuring the effectiveness of the

learning process Concerning the individual accountability In digital storytelling

responsibilities to cach group member For example, one student might be responsible for writing the script, another for gathering multimedia elements, and

another for editing the final product (Kajder, 2004), Individual accountability is also contributions to the digital storytelling project, This encourages students to take

ownership of their own learning and ensures that all group members are actively engaged in the process (Johnson et al., 2014)

For group accountability in digital storytelling activities, it is emphasized

through the collective responsibility for achieving shared learning goals and contribute their respective parts to the story and collaborate effectively to produce a further promotes group accountability by outlining the standards of behavior and

accountable for their actions and contributions to the project (Slavin, 1995)

Moreover, working cooperatively in collaborative learning settings can enhance motivation by fostering a sense of shared purpose and camaraderie among

group members (Johnson et al., 2014), When students collaborate and support cach

other's learning, they are more likely to feel motivated to actively participate and

contribute to group activities

c Face-to-Face Promotive Interaction

The verbal and nonverbal communication that takes place between group members during in- person interactions with the goal of promoting learning and

as “face-to-face promotive interaction” in collaborative learning through digital

verbal communication, such as discussing story ideas, providing feedback on each the digital storytelling process (Johnson et al., 2014), Face- to- face interactions

each other Positive reinforcement, affirmations, and expressions of confidence can learning environment (Slavin, 1995)

Besides, Group members use face- to- face interactions to seek clarification and elaboration on ideas, concepts, and instructions related to the digital storytelling

understanding of the task requirements and goals (Ohler, 2013)

d Interpersonal Skill

Interpersonal skills are crucial in collaborative learning through digital storytelling, as they facilitate effective communication, collaboration, and for sharing ideas, providing feedback, and resolving conflicts in collaborative

learning Group members need strong verbal and written communication skills to

express themselves clearly and convey their thoughts and perspectives (Johnson ct understanding, responding, and remembering what is being said It enables contribute meaningfully to group discussions (Kagan, 1994) Empathy is the ability to understand and share the feelings of others In

collaborative learning, empathy fosters a supportive and inclusive environment

where group members respect cach other's viewpoints, experiences, and emotions (Decety & Jackson, 2004) Also, Respect and inclusion are essential for creating a positive and supportive learning environment where all group members feel valued

backgrounds, and contributions (Obler, 2013)

e Group Processing

Group processing is a critical component of collaborative learning through digital storytelling, involving reflection and evaluation of group dynamics, reflection on the dynamics of the collaborative group, including communication

members discuss their experiences, identify strengths and areas for improvement,

Group processing involves evaluating the contributions of individual members to

the digital storytelling project, Group members reflect on their own performance

and provide feedback to each other, acknowledging strengths and offering constructive suggestions for improvement (Johnson et al., 2014) Group processing includes assessing the overall performance of the

collaborative group in achieving its goals, Group members reflect on the quality of

the digital storytelling project, considering factors such as creativity, coherence, and entails identifying challenges and obstacles encountered during the digital

discuss strategies for overcoming challenges, addressing misunderstandings, and improving workflow efficiency (Robin, 2008)

Group processing involves setting new goals and planning future actions to further enhance the digital storytelling project or improve collaboration in develop a timeline for implementation (Ohler, 2013) Group processing includes

celebrating achievements and milestones reached during the digital storytelling

project, Group members acknowledge and appreciate cach other's contributions,

‘There have been several studies examining the impact of digital storytelling on

students’ speaking performance in the foreign context: “The Effect of Digital

Learners” (Kheirzadch & Dadras, 2014): This study investigated the impact of

significantly improved students’ speaking skills, including pronunciation, fluency, vocabulary use, and grammatical accuracy

“The Impact of Digital Storytelling on EFL Learners’ Speaking Skills: A Case Study of Iranian Intermediate EFL Learners” (Shaban, 2016): Shaban’s research intermediate EFL learners The study found that digital storytelling activities express ideas, use vocabulary appropriately, and maintain coherence in spoken Case Study in an EFL Classroom” (Cheng 2016): Cheng conducted a case study to English as a Foreign Language (EFL) classroom in Taiwan The study employed

qualitative methods, including classroom observations and student interviews

Results demonstrated that digital storytelling stimulated students’ speaking abilities,

encouraged collaboration, and increased engagement in language learning

Study of University EFL Students in Jordan” (Al-Zubaidi & Awad, 2016): This

study examined the use of digital storytelling to enhance speaking skills among

storytelling tasks and assessing students’ speaking performance through pre-tests

and post-tests Results demonstrated considerable improvements in students’

speaking proficiency, along with increased confidence and motivation to communicate in English

“The Impact of Digital Storytelling on Speaking Skills: A Case Study of Japanese University Students” (Hutchinson, 2017); Hutchinson's study examined students learning English as a Foreign Language (EFL) The research employed a

mixed-methods approach, including pre-test/post-test assessments and student