Collaborative digital storytelling-based task for efl writing instruction: Outcomes and perceptions

Abstract

Despite a myriad of studies documenting the educational benefits of digital storytelling (DST) on EFL learners’ language mastery, the majority of the research is not grounded in the theory of L2 instruction, say task based language teaching (TBLT). To fill this void, this action research involving 28 students investigated the efficacy of collaborative DST-based task in an Indonesian EFL writing classroom. Anchored in collaborative TBLT methodology instruction of Willis (1996) that met a set of task criteria coined by Ellis (2009), this study aimed to unveil the effect of collaborative DST-based task on the students’ writing skills; how the students perceived the use of the learning approach; and the challenges they encountered. The statistical evidence indicates that there was a significant difference on the students’ pre-and post-writing scores, which indicates that the use of collaborative DST-based task significantly improved students’ writing skills. The writing students perceived that the learning design could promote their English Language skills Development, engagement, motivation, and interpersonal relation. Another finding revealed that the students found the technological and pedagogical circumstances were their challenges. This study offers implications and recommendations for future research and practices for marrying TBLT and technology in ELT classrooms.