The effect of digital storytelling on EFL learners’ productivity motivation

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Published: May 9, 2018
Updated: 2018-05-09
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2018-05-09 (2)
DOI: https://doi.org/10.18844/ijlt.v10i2.3406

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Yoones Tavoosy
Faculty of Foreign Languages, University of Isfahan, Hezar Jerib St., Isfahan, Iran.

Abstract

The current study was conducted to explore the effect of digital storytelling (DST) on EFL learners’ motivation. Based on the outcomes of an Oxford Placement Test, sixty pre-intermediate EFL learners were randomly divided into two separate groups each containing 30 participants (one control and one experimental). A motivation questionnaire was utilised to assess the participants’ motivation prior to and after the experiment. To analyse the data, analysis of covariance (ANCOVA) and multivariate ANCOVA were run. In terms of motivation, the findings reveal that ST participants had performed better than the control group after the treatment. The findings also emphasised the need for instruction through the implementation of DST as a dynamic and essential component of language teaching that is advised to be given a high premium in EFL educational programmes.


 


Keywords: Computer-assisted language learning, productivity motivation, storytelling, EFL, male students.

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How to Cite
Tavoosy, Y. (2018). The effect of digital storytelling on EFL learners’ productivity motivation. International Journal of Learning and Teaching, 10(2), 116–125. https://doi.org/10.18844/ijlt.v10i2.3406
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Vol. 10 No. 2 (2018): April
Section
Articles
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