scholarly journals DIGITAL STORYTELLING: AN ACTIVE LEARNING TOOL FOR IMPROVING STUDENTS’ LANGUAGE SKILLS

2018 ◽  
Vol 2 (1) ◽  
pp. 14-27 ◽  
Author(s):  
Shahala Nassim ◽  
Keyword(s):  
Active Learning ◽  
Digital Storytelling ◽  
Language Skills ◽  
Learning Tool

PETAH as Malay Language Learning Tools to Improve Communication Skills

2018 ◽  
Vol 2 (2) ◽  
pp. 62
Author(s):  
Noor Azam Abdul Rahman ◽  
Noraziah Mohd Amin
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Quantitative Research ◽  
Language Skills ◽  
Learning Tools ◽  
Learning Tool ◽  
Mean Values ◽  
Learning Aids ◽  
Foreign Speakers ◽  
Skills Learning

This study was conducted to evaluate the effectiveness of the use of the Malay language learning tool called PETAH to improve its communication skills. Learning aids are among the important elements to improve one's language skills, especially for second or foreign speakers. Past studies conducted by researchers like Fa'izah et.al (2010), Khuzaiton (2012) and others have proven that there are issues of communication among speakers of languages ​​other than English in the non-Malays in Malaysia. Based on these issues, the main objective of this study is to analyze the effectiveness of the use of PETAH learning aids on improving the communication skills of students who use it. This study uses a quantitative research method that uses a questionnaire containing 25 items aimed at the effectiveness of the use of PETAH learning aids. This questionnaire instrument was used to get feedback from respondents after they used PETAH learning aids. Data from the questionnaires were analyzed using SPSS version 21. The results showed that the majority of respondents (mean values ​​ranging from 3.35 to 4.71) agree that PETAH learning tools have improved their effectiveness in communication Malay language, especially if used continuously. In conclusion, a learning tool PETAH has a good impact on the improvement of communication skills of Malay language among non-Malays speakers in Malaysia.

scholarly journals TEFL and COVID-19: use of digital materials and their impact on efl learners' speaking accuracy and fluency

2021 ◽  
Vol 7 (3B) ◽  
pp. 729-741
Author(s):  
Mohammad Hossein Besharati ◽  
Golnar Mazdayasna ◽  
Ali Akbar Jabbari
Keyword(s):  
Experimental Design ◽  
Foreign Language ◽  
Digital Storytelling ◽  
Comparison Group ◽  
Language Skills ◽  
Placement Test ◽  
Promising Technique ◽  
Efl Learners ◽  
Before And After ◽  
Quasi Experimental

Digital storytelling has been around in foreign language contexts for at least two decades and showed to be a promising technique for teaching different language skills. This study aimed at investigating the effect of using two types of digital storytelling, i.e. asynchronous and synchronous digital storytelling, on the EFL learners' speaking performance in terms of accuracy and fluency. To this end, a quasi-experimental design with an experimental and a comparison group was devised. Sixty-five intermediate EFL learners were conveniently selected based on their scores on Oxford Placement Test. The speaking module of Preliminary English Test (PET) was used to measure the participants' speaking accuracy and fluency before and after the intervention. The results of the study indicated that both groups made a significant improvement after the course. Nevertheless, the asynchronous digital storytelling group outperformed the synchronous one after the intervention.

scholarly journals A Qualitative Research on Portfolio Keeping in English as a Foreign Language Writing

2014 ◽  
Author(s):  
Selami Aydin
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Foreign Language ◽  
Language Skills ◽  
Writing Skills ◽  
Learning Tool ◽  
Efl Writing ◽  
Sample Group ◽  
Potential Problems ◽  
Language Writing

Little attention has been paid to the problems about portfolio keeping in English as a foreign language (EFL) writing, while the existing literature mostly focuses on the effects of portfolios on writing skills of learners, rather than those of teachers or pre-service teachers. This study aims to investigate the problems encountered and contributions of portfolios to the language skills of EFL pre-service teachers. The sample group consists of 39 pre-service teachers; a background questionnaire, interviews, a survey, and essays were used for data collection. The results indicate that portfolios significantly contribute to the writing skills, and that there exist potential problems. It was concluded that teachers and teacher trainers should use portfolio as a learning tool after solving the problems.

Digital Storytelling as a Self-Regulated Learning Tool

2019 ◽  
pp. 209-232 ◽  
Author(s):  
Sinan Kaya
Keyword(s):  
Learning Process ◽  
Digital Storytelling ◽  
Learning Processes ◽  
Learning Tools ◽  
Learning Tool ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Digital Stories ◽  
Research Findings ◽  
Made In

The purpose of this chapter is, as a self-regulated learning tool, to focus on digital storytelling by uncovering relationship between digital storytelling and self-regulated learning process/based on research findings made in the its field. Within this focus, firstly, concept of digital storytelling was theoretically addressed; researches made in learning-teaching for use have been presented; later, self-regulated learning processes and strategies have been defined and given examples. Finally, research findings on the use of digital stories as self-regulated learning tools have been shared.

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