DIGITAL STORYTELLING AS A TOOL FOR ENHANCING EFL WRITING SKILLS AND CREATIVITY

Abstract

This study investigates the effectiveness of digital storytelling in enhancing students’ writing skills, creativity, and learning perceptions compared to conventional teaching. Conducted with 70 senior high school students divided into control and experimental groups, the research employed pre-test and post-test assessments. The results showed that the experimental group improved significantly in writing skills, with an average increase of around 20 points, while the control group showed only a slight increase of about 2 points. Similarly, in creativity enhancement, the experimental group’s post-test scores ranged from 73–84, compared to only 57–66 in the control group. Statistical analysis further confirmed these differences, with paired sample t-tests indicating significant improvement within the experimental group (p < 0.001), and independent t-tests showing a significant mean difference between groups (p < 0.001). Students’ perceptions supported these findings, with many reporting that digital storytelling was engaging, enjoyable, motivating, and helpful in generating ideas, despite challenges related to technical skills and time management. Overall, the study demonstrates that digital storytelling is an effective strategy for fostering writing skills and creativity in English education.