Effects of Digital Storytelling on Vietnamese EFL Students’ Writing Performance in Narrative Paragraphs
DOI:
https://doi.org/10.17507/tpls.1603.18Keywords:
digital storytelling, Vietnamese EFL students, writing performance, students’ attitudes, mind-mappingAbstract
This study aims to shed light on the effects of digital storytelling (DST) on English as a Foreign Language (EFL) students’ writing performance in narrative paragraphs at a university in the Mekong Delta of Vietnam. The study participants were 53 non-English major students, of whom 28 were in the control group and 25 were in the experimental group (EG). While digital storytelling was used to teach students in the experimental group, mind-mapping (MM) was employed for the learners of the control group (CG) throughout an 8-week intervention. Data was collected via pre-test and post-test to determine the effects of the interventions. The findings indicated that students’ writing performance of the two groups was improved; however, the holistic scores of the experimental group condition were significantly higher than those of the control group. It is worth noting that the control group also showed improvement in their writing, particularly in content, vocabulary, and mechanics. A questionnaire was utilized to determine students’ attitudes toward using a digital storytelling tool in learning to write. The overall score of the questionnaire indicates that students’ perceptions in the experimental group are more positive than those of the control group. Finally, some implications and recommendations are also included.
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