Examining Accuracy in Spoken and Written English Language via Digital Storytelling in the Undergraduates’ ESL Classroom: A Case Study

Abstract

Digital Storytelling is a powerful pedagogical tool that is used to enhance learning in the classroom. It is not limited to any subject matter or fields, and can be applied to many areas. In this study, Digital Storytelling is used as a tool to explore the ESL undergraduates’ written and spoken accuracy. This study is guided by the Cognition Hypothesis that consists of three main dimensions, mainly Task Complexity, Task Condition and Task Difficulty. With the framework provided by the Cognition Hypothesis, learners’ written and spoken accuracy are investigated via reflective journal entries and vlog by implementing Digital Storytelling. Thematic analysis and document analysis are employed as a method for triangulation, as well as to ensure data saturation. The objective of this study is to investigate how Digital Storytelling helped enhance learners’ language accuracy, and the learners’ perceptions on Task Condition and Task Difficulty in implementing Digital Storytelling. It is found that both written and spoken accuracy are insignificant. However, the findings on the effects of Task Condition and Task Difficulty on ESL learners are enlightening. Digital Storytelling is found to be an effective teaching tool that developed learners’ soft skills, teamwork, engagement, creativity, motivation, and computer skills. Interestingly, despite the findings on accuracy that reported insignificant findings, learners claim that there is improvement in their language proficiency. This is believed as an outcome of their increased confidence level when they performed Digital Storytelling. Most importantly, the findings revealed that Digital Storytelling is a powerful pedagogical tool in preparing learners with the 21^st century skills.