The Impact of Digital storytelling Approach on Enhancing the Saudi EFL grade Eight Students’ listening Comprehension and Language Development | ||
| Sohag University International Journal of Educational Research | ||
| Volume 9, Issue 9, January 2024, Pages 321-346 PDF (895.69 K) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/suijer.2024.339402 | ||
| Author | ||
| Naji Hamed Alenezi | ||
| Assistant professor of curricula and instruction , College of Education, Al-Majmaah University. | ||
| Abstract | ||
| This study explored the effect of using digital storytelling approach to enhance the Saudi EFL middle school students’ listening comprehension and language development. The 50 participants are grade 8 students in Mohammed Al-Jubair middle school, Al-Majmaah City. Twenty five participants were allocated to both groups: control and experimental. The control group studied storytelling activities by using the traditional lecture method, whereas the experimental group was taught by using digital storytelling activities derived from various Youtube videos. Data were collected by using the pretest and posttest research design. The test was constructed based on various listening comprehension tests. Data were analyzed using the mixed method of quantitative and qualitative analysis. The study employed paired samples T-Test and independent samples T-Test. The two T- Tests were conducted to compare the two groups’ performance in the pretest and posttest and to verify the possible statistical and significant differences in the performances of both groups. The study analyzed language errors made by both groups in the pre-and- posttests of listening comprehension and language development. The findings showed largely higher achievement in the experimental group’s in posttest performance. It recommended incorporating digital storytelling approach into the Saudi middle school FL curricula. | ||
| Keywords | ||
| digital storytelling approach; Saudi EFL grade 8 students; listening comprehension; language development; pedagogical implications | ||
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