Secondary ESL school pupils' perceptions towards the use of digital storytelling in improving English speaking skills and creative thinking

Abstract

In the global landscape of English language learning, the pedagogical approach has evolved beyond traditional methods, emphasising the importance of practical application and experiential learning. As language acquisition transcends mere memorisation, the introduction of innovative techniques becomes imperative for fostering effective communication and cognitive development. In the context of modern education, there is a persistent problem where students in secondary schools frequently demonstrate a deficiency in both English language ability and creative thinking. Therefore, this study aims to explore the performance of secondary school pupils through the use of DST as well as to investigate their perceptions on using DST in enhancing speaking skills and creative thinking. Employing an explanatory sequential mixed-method, a qualitative document analysis was carried out and questionnaires were administered to 80 purposively sampled secondary school pupils of age between 13 and 16. Firstly, document analysis on DST videos was carried out to explore the pupils’ performance in terms of speaking skills and creative thinking through the use of DST. Next, a questionnaire was given to the participants to investigate the pupils’ perceptions towards the use of DST in enhancing speaking skills and creative thinking. Lastly, another questionnaire was given to the participants to investigate the pupils’ perceptions towards the use of DST in terms of perceived usefulness, attitude and behavioural intention. The qualitative data were analysed using the rubrics with descriptors on speaking skills and creative thinking. After that, the quantitative data were collected and analysed using descriptive analysis. The findings show that in general, the pupils have good performance on speaking skills and creative thinking through the use of DST. Furthermore, the positive perception on using DST among pupils demonstrates its capacity to foster a friendly and engaging learning atmosphere in which pupils feel empowered to express themselves creatively and improve their language skills. The implications of these findings underscore incorporating DST into ESL instruction in Malaysia aligns with international language education frameworks and national education goals, supporting quality education and equipping students with essential linguistic and critical thinking skills for success in a globalised, technology-driven society. Future research should explore the broader impacts of DST on language abilities, such as interpreting reading and writing proficiency, as well as investigate its effects on cognitive skills like critical thinking and metacognition among secondary school pupils.