Digital Storytelling: Implications for EFL Reading
DOI:
https://doi.org/10.14456/ojed.2022.24Keywords:
digital storytelling, EFL reading, undergraduate studentsAbstract
Digital storytelling has recently been studied as a tool for foreign language reading instruction. This mixed-methods study investigated the effects of digital storytelling on Cambodian undergraduate students’ EFL reading ability. Eighteen Cambodian undergraduate students participated in the digital storytelling Intervention for 11 weeks. An English reading test was constructed and adopted to examine students’ EFL reading ability, and an interview protocol was designed to explore the students’ perceptions of the intervention. Findings from the Wilcoxon Signed Ranked Test revealed significant improvement in the students’ English reading ability, while the students had positive perceptions of the design of the digital storytelling intervention. Implications from this study led to the integration of digital storytelling for EFL reading instruction.
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