The Effect of using a course based on Digital Story Strategies on Developing Prep-Stage Pupils' English Descriptive Writing

Document Type : Qualitative, quantitative, mixed methods research, and action research in education

Authors

1 EFL teacher at Al-Malik Fahd Public school, Egypt

2 Faculty of Education- Ain Shams University

Abstract

The current study sought to determine how digital story strategies can develop first-year pupils’ English descriptive writing. Twenty-seven first-year pupils at Al-Malik Fahd Public School participated in this study. The suggested course was based on digital story strategies; digital photo stories, and e-mind mapping. To practise the study’s interactive activities, participants used technological platforms, such as Boom Writer and Storyboard, to describe themselves, people, and events in authentic situations. These exercises helped pupils share meaning through English writing activities and form their own opinions. The instrument of the quasi-experimental one-group study was a pre-posttest designed to measure participants' descriptive writing in the pre-post treatment. Also, the researcher utilised a writing checklist as a self-assessment instrument to ensure participants understood their descriptive writing tasks. Additionally, a scoring rubric was constructed to evaluate pupils' writing before and after treatment. The study findings showed that using digital story strategies developed the English descriptive writing components of first-year preparatory stage pupils.

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