Abstract:
This study examined the development of English-speaking ability using digital storytelling techniques through virtual instruction for lower primary students in Bhutan. The objective of this study was to examine 1) to what extent do digital storytelling techniques through virtual instruction develop the speaking ability of lower primary students in Bhutan, and 2) the students’ opinions towards the use of digital storytelling techniques through virtual instruction on developing their speaking ability. The participants were 30 lower primary level students from one of the schools in Bhutan. The study adopted a single pre-test and post-test design. Two research instruments were used to collect data, a semi-structured interview and a pre post achievement test. Quantitative data were analysed by paired sample t-test, and qualitative data were analysed by content analysis. The findings of the study showed that there was a significant difference between the students’ mean scores in pre-test and post-test of speaking ability at the significant level of 0.05. The effect size via Cohen's d was found 1.26 (very large effect) which indicated that DST has a practical significance on students English speaking ability. The findings of both pre-test, post-test and semi-structured analysis indicated that digital storytelling has a positive effect on developing pronunciation, vocabulary, grammar, fluency and comprehension.
