Digital storytelling for Cambodian undergraduate students’ EFL reading and digital literacy

Abstract

The objectives of the study were threefold: (1) to investigate the effect of Digital Storytelling on Cambodian Undergraduate Students’ English reading ability, (2) to explore Cambodian Undergraduate Students’ perception on their digital literacy after participating in Digital Storytelling, (3) to explore Cambodian Undergraduate Students’ perceptions on Digital Storytelling,. The participants of the study were English-majored students (n = 18) in the foundation year from the School of Foreign languages (SFL) at the University of Cambodia (UC). Both qualitative and quantitative data were collected. For the first research objective, a Wilcoxon Signed Rank test was implemented to determine the difference between the pre-and post-English tests, followed by the effect-size calculation. For the second research objective, descriptive statistics, content analysis, and Friedman’s test were used. For the third research objective, content analysis was utilized. The results of the study showed that the post-test scores of the students from the English reading test were higher than the pretest scores of the students at a significant level (p < .05) with a large effect size of 0.69. Furthermore, After participating in Digital Storytelling, the student had positive perceptions toward their digital literacy. In general, they held positive perceptions toward Digital Storytelling.