The Effect of Digital Story Telling on Intermediate EFL Learners’ English Reading Comprehension and Motivation

AbstractAlthough a wealth of research has been conducted in the field of English language teaching, the studies related to the effects of digital story telling (DST) instruction as an innovative technique for language learning have been fairly insufficient. The present research made an effort to examine the effect of using DST on Iranian EFL learners’ reading comprehension and their motivation. To address the study objectives, ۴۰ female learners from Marefat Language Institute were recruited based on the results of an OPT as a standard test to homogenize. The participants (۲۰ in each group) were randomly assigned into an experimental group and a control one. To measure learners’ motivation, the Motivation Questionnaire by Dörnyei and Németh (۲۰۰۶) and Taguchi et al. (۲۰۰۹) was applied. The experimental group received DST instruction based on Robin’s model (۲۰۰۸) and the control group received the conventional method designed by the institute. The analysis of the groups’ performance in the pre-test and post-test through an independent samples t-tests revealed that the DST group significantly outperformed the control group in both reading comprehension and motivation. This study has several implications for language teachers and syllabus designers in the classroom context.

کلیدواژه ها:

digital storytelling ، EFL Learners ، Motivation ، reading comprehension