A systematic review of digital storytelling in improving speaking skills

Abstract

Educational systems frequently employ technological equipment in a variety of ways to make lessons in an English Language classroom fun and meaningful. For both students and instructors, digital storytelling (DST) has evolved into a useful instructional tool that can be utilised in the teaching and learning process. To answer the research question on the role of digital storytelling in improving students’ speaking skills, The Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) was used to systematically review 45 articles sourced from Google scholar and ERIC, and most of these articles highlight the importance of digital storytelling as a contemporary teaching methodology. These articles showed that digital storytelling can be used as a useful tool by educators in improving students’ speaking skills from various levels of education, ranging from primary to tertiary education. Most of the authors of these research papers provided empirical proof that substantiated the advantages of employing digital storytelling in the classroom to help pupils communicate and speak more effectively.