DIGIFLYERS: A DIGITAL STORYTELLING PROGRAM TO IMPROVE THE LISTENING PERFORMANCE OF YOUNG LEARNERS 1 DIJIFLYERS: İNGİLİZCE DİNLEME BECERİSİNİ GELİŞTİRMEK İÇİN BİR DİJİTAL HİKAYE ANLATICILIĞI PROGRAMI (original) (raw)
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2017
The purpose of this study was to find out the effect of using digital storytelling strategy on students' reading comprehension and listening comprehension. The design of this study was Quasi-Experimental with pretest and post-test. Thus, two classrooms containing the total of 60 students of level II at Language Development Center of UIN Suska Riau were selected as the sample based on their similar characteristics and were assigned into an experimental and a control group. In collecting the data, reading and listening tests as well as observations were utilized to assess participants' comprehension abilities prior to and after the treatment. In analyzing the data, the t-tests (paired sample, and independent sample) were run in SPSS. In addition, Cohen D formula was applied to determine the effect size. The results showed that there were no significant differences (p > 0.05) between the means of the pretests scores, and there were significant differences (p < 0.05) betwe...
The Effectiveness of Digital Storytelling on Language Listening Comprehension of Kindergarten Pupils
The International journal of Multimedia & Its Applications
This study investigated the effectiveness of Digital Storytelling on the language listening comprehension of the pupils. The researchers used quantitative research design with mixed data collection. To evaluate the effectiveness of the KiDS material, a Quasi-experimental with pre and posttest was utilized. Findings revealed that the experimental group attained a very high score on their language listening comprehension test after the implementation of the material that shows a significant difference between the control and experimental group. To conclude, digital storytelling is one of the essential tools in teaching language listening comprehension. With suitable elements and appropriate storyboard it can help motivate the pupils and improve listening skill. Therefore, the use of KiDS material is recommended to make the teaching of language more effective.
The Effect of Digital Stories on Primary School Students' Listening Comprehension Skills
Participatory educational research, 2022
The purpose of this research is to determine the effect of digital stories on the listening comprehension skills of primary school 4th grade students. For this purpose, the research has carried out with a quasi-experimental design with pre-test post-test control group. The sample of the research consisted of 52 students studying in two different 4th grade branches of a public primary school in the second semester of the 2018-2019 academic year. The stories transferred to digital in the research have selected from the texts in 3 different Turkish textbooks at the 4th grade level of primary school published by the Ministry of National Education and taught to students in previous years. 8 narrative texts from the themes of "My Beautiful Country Turkey" and "Production, Consumption and Efficiency" in the textbooks have converted into digital through digital design programs. During the implementation process, the animations of 8 stories transferred to digital have watched by the students in the experimental group, and the students in the control group have read and listened to the same story texts by the teacher. The Listening Comprehension Test has used to determine the listening comprehension achievement scores of the students in the experimental and control groups at the beginning and end of the application process. As a result of the research, it has determined that there was a significant difference between the pre-test and post-test achievement scores of the students in the experimental group, where the stories have played digitally.
Use of digital stories to develop listening comprehension skills
The aim of this study was to determine the effect of digital stories on the Turkish (mother language) listening skills of fourth grade students. The study used a mixed methods and was conducted in two fourth grade classrooms (ages 9-10 years) in a primary school in Eskisehir city, Turkey, during the 2014-2015 spring semester. During the 8-week application process, Turkish lessons were conducted using digital stories and activities were designed depending on the digital stories. While the lesson plans were put into action by the classroom teacher, the researcher observed the process. Research data were obtained also from a listening comprehension test, and teacher and student interviews. Quantitative data from the listening comprehension test was analysed using t-tests, and the qualitative data was subjected to descriptive analysis. A significant difference was found between the post-test listening comprehension scores for the experimental and control groups. The qualitative data from student and teacher interviews, and from classroom observations, showed that digital stories, listening activities based on the stories, and the creation of a more engaging and motivating classroom environment had positive effects on listening comprehension skills in the experimental group.
Using Digital Story in Developing the Listening Skills among the Second Grade Intermediate Students
Maǧallaẗ Kulliyyaẗ Al-Tarbiyyaẗ - Ǧāmiʻaẗ Ṭanṭā, 2023
This study aimed to know the effect of using the digital story on developing the listening skills among the second-grade intermediate female students. To achieve this goal, the researchers adopted the semi-experimental approach that based on the design of experimental and control groups. The study sample consisted of (62) second grade intermediate female students in Bisha Province. It was randomly divided into two equal groups, one of which was the experimental group that consisted of (31) female students who studied listening texts in the sixth, seventh and eighth units of the English language course in the intermediate stage using the digital story. The other was the control group that consisted of (31) female students who studied the same units in the traditional method. The study material and tools were represented in the teacher's guide which was designed according to the digital story, and a test in listening skills. The results showed that there was a statistically significant difference at the level of significance (α ≥ 0.05) between the mean scores of the female students of the experimental group who studied using the digital story and the scores of the female students of the control group who studied using the traditional method in the post application of the test of listening skills for the benefit of the experimental group. The researchers recommended the need to use the digital story in developing the listening skills in the intermediate stage.
The Effectiveness of Digital Storytelling on Students’ Speaking Ability
Lectura : Jurnal Pendidikan
Speaking is an assential skill that used be mastered by the Students, because it is necessary for them to improve their ability to communicate orally by presenting their ideas and opinions in real life. Digital storytelling is the practice of using computer-based tools to tell stories. It can be used as homework, classroom group projects, or a holiday project for students. In relation to this, the purpose of the research is to find out is there any significant effect of digital storytelling on students’ speaking ability. Then, Describing and analyzing the effectiveness of digital storytelling in enhancing students’ speaking ability. in this study, the researcher used experimental research. An experimental usually involves two groups of subject, an experimental group and a control group. The population of this research was the fifth semester of English students of FKIP - Islamic University of Riau in academic year 2018/2019. The sampling technique used in this research is purposive s...
ENHANCING STUDENTS' LISTENING THROUGH DIGITAL STORYTELLING
The researchers pointed out that digital storytelling can be used as supporting materials for the e-learning portal in both departments, English and Indonesian department. It discussed more about the process of designing the material of a digital storytelling as teaching aid for literal listening subject. It has a significant contribution for the effective and fun English learning. Through the qualitative method used to analyze the data. The research also started by collecting sources for creating and designing the digital storytelling on stories entitled " Aunt Polly " and " Tom Fight " by Mark Twain. It started from inventorying the teaching and learning stuff such as syllabus, lesson plan, software, and the digital contents of the storytelling made. The researchers choose Audacity 3.5 Beta, and Windows Moviemaker 2.6, as the software for editing audio and creating video. The stories were made for enhancing the students listening skills either bottom-up or top down. The result of this research proves digital storytelling can be used in E-learning portal, such as Edmodo. The questionnaires result shows that digital storytelling is an interesting material, but need to be modified more in e-learning.
Belmonte Using Digital Stories to Improve Listening Comprehension Language Learning & Technology 101
2001
This paper examines the effects that digital stories may have on the understanding of spoken English by a group of 6-year-old Spanish learners. To accomplish this aim, a quasi-experimental research study was launched in six state schools in Madrid. A pre-post test design was used to investigate whether internet-based technology could improve listening comprehension in English as a Foreign Language (henceforth, EFL). Findings indicate that the experimental group outperformed the control group in the final test administered. These results raise interesting issues related to the use of technology in the context of foreign language learning. Future research which includes other age groups and digital materials and which explores other linguistic areas could further substantiate the link between Information and Communication Technology (ICT) rich environment and
The Effect of Digital Storytelling (DST) on Academic Achievement in Foreign Language Teaching
The Effect of Digital Storytelling (DST) on Academic Achievement in Foreign Language Teaching , 2021
In this study, it is aimed to determine the effect of Digital Storytelling (DST) on academic achievement in foreign language course (English) at the 6th grade level of secondary school. For this purpose, the study was carried out with experimental design, which involves use of pretest and posttest with control group. The study was carried out in a public school with 61 sixth grade students in the academic year of 2018-2019 in Central Anatolian Region. In the study, six "Digital Stories" and "Foreign Language Achievement Test" were used as data collection tools. Pretest was applied to the study groups before teaching process. During the 12 weeks of the teaching process, lessons were conducted using the DST method in the experimental group whereas teaching methods and techniques prescribed by the current curriculum in the control group. Posttest applied to both groups after teaching process. The data were analyzed in a suitable statistical program. Mann Whitney U and Wilcoxon Signed Rank Test analysis were used for study purposes. Based on the analysis and evaluations, it is concluded that DST has a positive effect on academic achievement in foreign language course at the 6th grade level at secondary school.
Digital Storytelling Implementation for Enhancing Students’ Speaking Ability in Various Text Genres
International Journal of Recent Technology and Engineering (IJRTE), 2019
This research was conducted to investigate the impact of digital storytelling towards senior high school students’ speaking ability in various text genres, and analyze in what extend it works effectively. The researchers used an action research and random sampling technique. The steps in this design are Planning, acting, observing, and reflecting. The sample of this research was 34 students of tenth grade science 4. The researchers defined there was difference between Cycle 1 (before giving treatment) and Cycle 2 (after giving treatment). In Cycle 1, only 15 students (44,11 %) could pass standard minimum criteria (KKM) with the upper value 75. On the other hand, Cycle 2 showed 27 students could achieve KKM. Futhermore, this method assisted teacher in comperending material, generated students’ critical thinking, creativities, and confidence not only in education field but also technology field. Overall, this research reveals there are significant influences of digital storytelling me...