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Gholami Chokalaee, Masoumeh, Sadeghy Beniss, Aramreza. (1404). The Effect of Digital Story Telling on Intermediate EFL Learners’ English Reading Comprehension and Motivation. نظریه و عمل در تربیت معلمان, 4(1), -. doi: 10.48310/jelt.2025.15886.1083
Masoumeh Gholami Chokalaee; Aramreza Sadeghy Beniss. "The Effect of Digital Story Telling on Intermediate EFL Learners’ English Reading Comprehension and Motivation". نظریه و عمل در تربیت معلمان, 4, 1, 1404, -. doi: 10.48310/jelt.2025.15886.1083
Gholami Chokalaee, Masoumeh, Sadeghy Beniss, Aramreza. (1404). 'The Effect of Digital Story Telling on Intermediate EFL Learners’ English Reading Comprehension and Motivation', نظریه و عمل در تربیت معلمان, 4(1), pp. -. doi: 10.48310/jelt.2025.15886.1083
Gholami Chokalaee, Masoumeh, Sadeghy Beniss, Aramreza. The Effect of Digital Story Telling on Intermediate EFL Learners’ English Reading Comprehension and Motivation. نظریه و عمل در تربیت معلمان, 1404; 4(1): -. doi: 10.48310/jelt.2025.15886.1083

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

Research in English Language Education Journal | Farhangian University
مقاله 12، دوره 4، شماره 1، آبان 2025    اصل مقاله (593.95 K)
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 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, 40 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 Dörnyei 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 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.
کلیدواژه‌ها
Digital Storytelling؛ EFL Learners؛ Motivation؛ Reading Comprehension
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