Using DigitalStorytelling To Enhance Students’ Narrative Writing Performance

Abstract

This study examines the influence of Digital Storytelling (DST) on the writing performance of second-year undergraduate students of English at Hassiba Ben Bouali University in Algeria. The study adopted a Solomon four-group design, with 100 students equally distributed among four groups. Additionally, 44 teachers voluntarily completed an attitude survey on DST’s implementation. The study intended to assess the impact of DST on students’ narrative writing performance, explore its capacity to cultivate an effective learning atmosphere and investigate attitudes on its incorporation in Algerian higher education. Statistical tests such as analysis of variance ANOVA, analysis of covariance ANCOVA, and an independent sample t-test were conducted to investigate the effects of the pre-test and treatment. The results demonstrated that the experimental groups outperformed the control groups in narrative writing, significantly improving organization, language use, conventions, and creativity. Observational data validated the efficacy of DST as a meaningful teaching tool, while also highlighting areas of improvement. Both teachers and students held positive attitudes toward the implementation of DST in writing classrooms. This study provides valuable information for educators and policymakers who are contemplating the incorporation of digital technologies into teaching languages for an effective and meaningful learning environment.