The Development of English Communicative Speaking Skills through Digital Storytelling among Pre-Service Elementary Teachers
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Abstract
The article aimed to 1) compare the English communicative speaking skills of pre-service elementary teachers before and after learning through digital storytelling, and 2) study the level of motivation in English communicative speaking among pre-service elementary teachers. The sample consisted of 27 students majoring in Elementary Education, Faculty of Education, Kamphaeng Phet Rajabhat University, who were enrolled in the first semester of the 2025 academic year. The sample was selected through simple random sampling. The research instruments included 1) lesson plans based on digital storytelling, 2) an English communicative speaking skills assessment form, and 3) a motivation assessment form for English communicative speaking. The data were analyzed using percentage, mean, standard deviation, and t-test.
The research findings revealed that 1) the English communicative speaking skills of pre-service elementary teachers after learning through digital storytelling were significantly higher than before learning at the .01 level, and 2) the overall motivation in English communicative speaking among pre-service elementary teachers was at a high level (M = 4.43, S.D. = 0.70). Instrumental motivation was also at a high level (M = 4.48, S.D. = 0.67), and integrative motivation was at a high level (M = 4.40, S.D. = 0.72).
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References
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