DIGITAL STORYTELLING AS A TOOL FOR ENHANCING SPEAKING COMPETENCE IN FOREIGN LANGUAGE CLASSROOMS

Шамшиева Амина Рафаэльевна,

магистр педагогических наук, старший преподаватель

Таразского университета имени М.Х. Дулати, г.Тараз

Зулуфова Милена Болебековна,

студентка Таразского университета имени М.Х. Дулати, факультета «Филологии и гуманитарных наук», г.Тараз

Abstract: The present article examines the potential of digital storytelling as a useful teaching tool for improving speaking proficiency in foreign language classrooms. Digital storytelling is a learner-centred activity that combines the creation of narratives with multimedia components and the use of meaningful language. The present study examines the utilisation of digital storytelling exercises in a foreign language learning environment and investigates their impact on students’ speaking confidence, accuracy, and fluency. The findings indicate that the implementation of digital storytelling fosters enhanced student engagement, promotes active participation, and contributes to the development of speaking proficiency. Moreover, the article goes on to address pedagogical implications and provides foreign language instructors with practical advice on how to incorporate digital storytelling into their lesson plans.

Keywords: digital storytelling, speaking competence, foreign language education, oral communication skills, educational technology, student engagement, language pedagogy, teacher education

It is widely accepted that one of the primary objectives of foreign language education is to assist students in achieving proficiency in spoken communication. Nevertheless, a significant number of students continue to encounter considerable challenges in terms of confidence, accuracy, and fluency in their speech. It is particularly noteworthy that traditional classroom settings frequently offer limited opportunities for meaningful communication, a factor which has been demonstrated to engender feelings of anxiety and to reduce student engagement. Consequently, contemporary pedagogical approaches place a heightened emphasis on the integration of digital tools that foster engagement and the utilisation of real-world language skills. Among these strategies, digital storytelling has emerged as a cutting-edge, learner-centred technique that offers students encouraging and helpful chances to improve their speaking abilities by fusing narrative construction with multimedia resources and intentional speaking practice.

Speaking competence is a sophisticated, multi-faceted attribute that extends beyond linguistic precision and ease of speech to include effective communication across a range of settings. This ability constitutes a foundational aspect of communicative competence, being integral to the processes of listening, reading and writing. Theoretical models emphasise the importance of authentic interaction, practical communication assignments, and high learner participation for successful speaking growth. However, conventional classroom settings frequently lack these essential components, impeding progress and eroding learner confidence. Consequently, technology-enhanced methods, such as digital storytelling, present a promising avenue for the establishment of dynamic, interactive, and engaging platforms for speaking practice. Digital storytelling can be defined as the art of combining narratives with multimedia components, such as images, sound, and video, for the purpose of sharing personal or invented tales. Pedagogically speaking, it is founded on constructivist and sociocultural principles, which advocate experiential learning, collaboration, and the utilisation of language in specific contexts. The extant literature demonstrates that digital storytelling has a positive impact on language acquisition, by motivating students to plan, organise and practise spoken language in meaningful ways. Furthermore, it has been demonstrated that this pedagogical approach fosters creativity, increases learner motivation, and gives students a sense of agency over their learning. Consequently, this integration of narrative and multimedia elements renders digital storytelling a highly valuable resource for enhancing spoken language proficiency in foreign language instruction.

The implementation of digital storytelling is typically characterised by a structured approach. Firstly, students are required to identify topics that are pertinent to their own lives or interests. This ensures that the narratives they produce are both personal and impactful. In the subsequent stage of the process, the participants are tasked with the formulation of their narratives, the arrangement of their ideas, and the composition of their scripts. They are expected to utilise language and grammar that is appropriate to the task at hand. The integration of multimedia elements, including visuals, audio, and presentations, serves to clarify the message and elevate the story. The final step in the process involves students presenting their stories to their classmates, thereby creating authentic opportunities for spontaneous conversation and reflective commentary. Teachers have been found to facilitate this process by offering support, feedback, and technical assistance. Students, meanwhile, work both independently and in teams, with the process encouraging peer engagement and collaborative learning. This approach ensures that speaking practice is integrated throughout the entire process, from conception and rehearsal to multimedia development and oral delivery. Consequently, it leads to ongoing enhancement of speaking proficiency.

Digital storytelling has been demonstrated to offer considerable advantages in the context of teaching and learning. The medium fosters authentic communication, mitigates speech anxiety, and enhances student engagement. Furthermore, it has been demonstrated that this pedagogical approach fosters creativity, teamwork, and active involvement in the process of language acquisition. Potential obstacles to be addressed include unequal technology access, diverse student digital skills, and increased teacher workload. However, these challenges can be surmounted through meticulous preparation, expert guidance, and dedicated assistance. Digital storytelling has been demonstrated to be a potent and adaptable resource for improving oral skills, contributing both practically and theoretically to foreign language education. Further studies could investigate its sustained impact, its suitability for various levels of expertise, and its comparative performance with other tech-based methods.