The impact of project-based digital storytelling on enhancing EFL oracy skills and motivation of Saudi University students

Abstract EN

This study investigated the impact of project-based subtitled digital storytelling on enhancing EFL oracy skills (listening and speaking) and motivation of EFL Saudi University students.

Forty- level two students, majoring English language at the University College of Taymaa, Saudi Arabia, were assigned and randomly distributed into two equivalent groups: experimental and control.

The study adopted the quasi- experimental design and the qualitative interpretation.

The instruments were EFL oracy checklist, EFL oracy test, EFL motivation questionnaire, and team-peer evaluation digital storytelling scoring rubric.

t-test for independent samples and the effect size technique were employed to measure the differences between the means of the two groups.

The findings indicated that there were statistically significant differences in the mean scores of the pre/post EFL oracy test and pre/post administration of the motivation questionnaire in favor of the experimental group.

Moreover, interpreting the data qualitatively, encouraged the participants of the treatment in improving their EFL oracy skills and enhancing their motivation.

Thus, this research is recommended in other areas like reading and writing.

Key words: EFL oracy skills, EFL motivation, projects, digital storytelling, subtitles.