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Exploring the interplay of digital storytelling, L2 speaking skills, self-regulation, and anxiety in an IELTS preparation course

Author

Listed:
  • Yun Bai

    (Shandong University)

  • Huihui Xian

    (Shandong University (Weihai))

Abstract

This investigation explores the potential of integrating digital storytelling (DST) within an English as a Foreign Language (EFL) course specifically designed for International English Language Testing System (IELTS) preparation. The study employs a randomized controlled trial methodology, involving 89 EFL learners divided into two groups. The primary objective is to assess the effectiveness of DST intervention on three key variables: L2 speaking skills, speaking self-regulation, and speaking anxiety. A pre-test, post-test, and one-month follow-up design is implemented to capture the longitudinal effects of the intervention. Data analysis utilizes Linear Mixed-Effects Models (LMM) to account for the repeated-measures nature of the study. The LMM incorporates both fixed effects (group, time, and their interaction) and random effects (participant intercepts) to provide a comprehensive evaluation of the intervention’s impact. Preliminary findings suggest that the incorporation of DST may yield positive outcomes in L2 speaking skills, speaking self-regulation, and speaking anxiety. This research aims to contribute to the existing body of knowledge by providing empirical evidence on the efficacy of DST as a pedagogical tool within IELTS preparation contexts. The findings hold potential value for language educators and practitioners seeking to enhance speaking proficiency and foster a more positive learning environment for learners experiencing anxiety.

Suggested Citation

  • Yun Bai & Huihui Xian, 2024. "Exploring the interplay of digital storytelling, L2 speaking skills, self-regulation, and anxiety in an IELTS preparation course," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-15, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-024-04109-8
    DOI: 10.1057/s41599-024-04109-8
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    References listed on IDEAS

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    1. Samah El-Sakka, 2016. "Self-Regulated Strategy Instruction for Developing Speaking Proficiency and Reducing Speaking Anxiety of Egyptian University Students," English Language Teaching, Canadian Center of Science and Education, vol. 9(12), pages 1-22, December.
    2. Mohd Hasrul Kamarulzaman & Noraniza Ibrahim & Melor Md Yunus & Noriah Mohd Ishak, 2013. "Language Anxiety among Gifted Learners in Malaysia," English Language Teaching, Canadian Center of Science and Education, vol. 6(3), pages 1-20, March.
    3. Viknesh Nair & Melor Md Yunus, 2021. "A Systematic Review of Digital Storytelling in Improving Speaking Skills," Sustainability, MDPI, vol. 13(17), pages 1-15, September.
    4. Bates, Douglas & Mächler, Martin & Bolker, Ben & Walker, Steve, 2015. "Fitting Linear Mixed-Effects Models Using lme4," Journal of Statistical Software, Foundation for Open Access Statistics, vol. 67(i01).
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