Impact of Digital Storytelling on Armenian Learners’ Speaking Skills

Abstract

The following research is a mixed-method study that aims at exploring the impact of digital storytelling on elementary level Armenian learners’ speaking skills, more particularly, on fluency, pronunciation, accuracy and vocabulary. The study also aimed at revealing learners’ perceptions of the digital storytelling process. The study was conducted in Experimental English Classes at the American University of Armenia. Twenty seven learners took part in the quasi-experimental study where 15 learners were exposed to digital storytelling and the rest provided a base for making comparisons with the experimental group. Data were obtained via a speaking achievement test, five post-project questionnaires and a final questionnaire. The results revealed that digital storytelling had a positive impact on the learners overall speaking skills after the treatment. There was an improvement in terms of fluency, vocabulary and accuracy of speech. There was no improvement in terms of pronunciation. Learners mostly enjoyed digital story creation process and had no difficulties with using Photo story 3.