The Use of Digital Storytelling in Fostering English Speaking Ability of Thai Secondary Students

Abstract

                Among the pedagogical techniques of teaching speaking, digital storytelling is advocated to enhance not only English speaking ability but also English speaking confidence.  This study, therefore, aimed to investigate whether teaching students using digital storytelling was effective.  This quasi-experimental research in the design of one group pre- and post-tests was implemented for over eight weeks.  The sample comprised 40 Grade 11 secondary students of Saipanya Rangsit School, selected by the purposive sampling technique.  The students were assessed on English speaking ability through the Key English Test before and after the implementation.  After the course ended, a questionnaire and a semi-structured interview were administered to seek the students’ perception about English speaking confidence.  The quantitative data, obtained from English speaking tests and a questionnaire, were analyzed by means of descriptive statistics and a dependent t-test.  The qualitative data obtained from a semi-structured interview were analyzed by content analysis.  It was found that 1) there was a significant difference in students’ mean scores on English speaking ability before and after using digital storytelling (p value < 0.05) and 2) students had positive perception about English speaking confidence towards the use of digital storytelling.  A majority of students stated that digital storytelling fostered their English speaking ability and English speaking confidence.