Improving EFL Students' Writing Skills through Digital Storytelling

Abstract

With the outbreak of Covid-19, online education has gained more momentum, and language teachers have been encouraged to implement more innovative teaching practices to improve students’ learning. This study attempts to unveil the effect of digital storytelling (DST) on improving EFL students' writing skills and to examine their perception of the use of this learning approach. The study sample consisted of 40 tenth-grade Iranian EFL students. They were divided into two groups and were taught EFL writing by using DST for 24 sessions.  Data were collected through students' writing essays, interviews, and a questionnaire. The results indicated that there was a significant difference between the students' pretest and posttest writing scores, which confirmed the efficiency of DST in teaching EFL writing. In addition, the participants believed that DST could promote their linguistic competence, motivation, teamwork, creativity, self-confidence, and social skills.