Speaker
Description
This study investigates the effectiveness of digital storytelling in improving speaking skills among primary ESL learners, with a particular focus on key methodological challenges: participant variability, instrument validity and reliability, and implementation consistency. Employing a quasi-experimental design with purposive sampling, the research carefully addresses differences in language proficiency, age, and cognitive development to ensure robust data analysis. Given the complexity of assessing speaking skills, an expert-validated rubric was developed to comprehensively evaluate various aspects of speaking: pronunciation, fluency, vocabulary, grammar, and comprehension. Measurement accuracy was further reinforced through a pilot test. To ensure consistent implementation, teachers were thoroughly briefed and provided with standardized lesson plans, integrated into the Canva Digital Storytelling module. These methodological strategies collectively mitigate common research pitfalls, enhancing the reliability and applicability of the findings. By establishing a well-structured methodological framework, this study not only sheds light on the potential of digital storytelling to support speaking skill development in primary ESL classrooms but also offers valuable implications for future pedagogical innovations.
