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Gholami Chokalaee, Masoumeh, Sadeghy Beniss, Aramreza. (1404). The Effect of Using Digital Storytelling (DST) on Intermediate EFL Learners’ Reading Comprehension in English and Their Motivation. نظریه و عمل در تربیت معلمان, (), -. doi: 10.48310/jelt.2025.15886.1083
Masoumeh Gholami Chokalaee; Aramreza Sadeghy Beniss. "The Effect of Using Digital Storytelling (DST) on Intermediate EFL Learners’ Reading Comprehension in English and Their Motivation". نظریه و عمل در تربیت معلمان, , , 1404, -. doi: 10.48310/jelt.2025.15886.1083
Gholami Chokalaee, Masoumeh, Sadeghy Beniss, Aramreza. (1404). 'The Effect of Using Digital Storytelling (DST) on Intermediate EFL Learners’ Reading Comprehension in English and Their Motivation', نظریه و عمل در تربیت معلمان, (), pp. -. doi: 10.48310/jelt.2025.15886.1083
Gholami Chokalaee, Masoumeh, Sadeghy Beniss, Aramreza. The Effect of Using Digital Storytelling (DST) on Intermediate EFL Learners’ Reading Comprehension in English and Their Motivation. نظریه و عمل در تربیت معلمان, 1404; (): -. doi: 10.48310/jelt.2025.15886.1083

The Effect of Using Digital Storytelling (DST) on Intermediate EFL Learners’ Reading Comprehension in English and Their Motivation

Research in English Language Education Journal | Farhangian University
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 30 اردیبهشت 1404
نوع مقاله: Article
شناسه دیجیتال (DOI): 10.48310/jelt.2025.15886.1083
نویسندگان
Masoumeh Gholami Chokalaee* 1؛ Aramreza Sadeghy Beniss2
1Faculty University Semnan
2Assistant Professor and Member of Semnan University, English Language and Literature Department
چکیده
Abstract
Although a wealth of research has been conducted in the field of English language teaching, the studies related to the effects of Digital Storytelling (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 English motivation and using DST. To address the study objectives, forty female learners from Marefat Language Institute were recruited based on the results of an OPT as a standard test to homogenize. The participants (20 in each group) were randomly assigned into an experimental group and a control one. To measure learners’ motivation, the motivation questionnaire by Dornyei and Németh (2006) and Taguchi, et al. (2009) was applied. The experimental group received DST instruction based on Robin’s model (2008) and the control group received the conventional method designed by the institute. The analysis of the groups’ performance in the pretest and posttest through an independent samples t-tests revealed that the DST group outperformed significantly the control group in both reading comprehension and the motivation. This study involves a number of implications for language teachers and syllabus designers in the classroom context.
کلیدواژه‌ها
digital storytelling؛ EFL learners؛ motivation؛ reading comprehension
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تعداد مشاهده مقاله: 26


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