Digital Storytelling on Critical Reading Skills and Students’ Responses in Vocational School Setting
DOI:
https://doi.org/10.36663/tatefl.v7i1.1143Keywords:
digital storytelling, critical reading, multimedia learning, mixed-methodsAbstract
Critical reading remains a persistent challenge in English language learning, particularly in vocational school contexts where instruction often prioritizes functional language use over higher-order thinking. Although Digital Storytelling (DST) has gained attention as an innovative pedagogical approach, limited empirical evidence exists regarding its effectiveness in promoting students’ critical reading abilities. Using an explanatory sequential mixed-method design, this study examines the effect of DST on critical reading skills of vocational school students. Cluster random sampling was used to select two classes, an experimental class tutored using DST-based instruction and a control class taught using conventional method. The statistical outcomes indicated that the difference between the groups was significant. The DST group outperformed the control group (M = 91.00 vs. 80.90; t (70.652) = 15.838, p < .001). Thus, the DST group proved effective in improving interpretive and evaluative reading. In addition, qualitative results show that DST promoted student engagement, deeper meaning-making and critical reflection. In student reports, multimodal elements helped with a greater understanding of the text and helped to connect real life. According to the results of this research, DST is an instructional tool that does not only captivate attention, but it is also a pedagogically meaningful way to teach reading critically especially in a vocational education context.
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