The Development of English-Speaking Skills Through Digital Storytelling Method for Grade-10 Students at Aung Pyin Nyar Arrmann Private School, Meiktila, Myanmar
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Abstract
This study aimed to (1) assess the current level of English-speaking skills among Grade-10 students at Aung Pyin Nyar Arrmann Private School, (2) develop an effective digital storytelling (DST) method to enhance these speaking skills, and (3) evaluate the effectiveness and student satisfaction toward DST. Twenty students from Grade-10 were selected using purposive sampling. Research instruments included pre-tests and post-tests, student satisfaction questionnaires, lesson plans, and speaking rubrics. Data were analyzed using descriptive statistics and paired sample t-tests. The findings indicated significant improvements in students’ speaking proficiency, with mean scores increasing from 49.35% to 71.10% post-intervention. Students also reported high levels of satisfaction and increased confidence in speaking English. Qualitative feedback indicated students found DST highly engaging, interactive, and beneficial in improving their pronunciation, fluency, vocabulary retention, and overall language skills. Teachers noted greater student enthusiasm and active participation during DST activities compared to traditional teaching methods. This study suggests that DST is an effective approach for improving English-speaking skills, recommending its broader implementation within the English curriculum to foster interactive, learner-centered environments that motivate students and build practical communication competencies crucial for their future academic and professional success.
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