EXPLORING PRE-SERVICE TEACHERS’ PERCEPTIONS OF DIGITAL STORYTELLING IN EFL CLASSES USING THE TAM FRAMEWORK
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This study investigated the pre-service teachers’ perceptions on the use of digital storytelling as their future teaching strategy. The case study was chosen as the approach, and 28 pre-service English teachers were recruited as participants. The questionnaires and observations were used as the data analyzed using Nvivo. This finding showed that pre-service teachers agreed to adopt digital storytelling as their future teaching strategy. When digital storytelling is embedded in collaborative activities, it helps students improve their digital literacy. It also enables them to enhance their vocabulary enrichment and speaking competence in particular. They also claimed that digital storytelling gives nuance to teaching strategy because it is practical, interesting, and fun. In addition to its benefits, digital storytelling poses issues that must be overcome, such as users' capacity to master technology and express their creative imagination without limitations. This study suggests that digital storytelling can be an innovative teaching strategy.
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Referensi
Abimbade, O. A., Olasunkanmi, I. A., Akinyemi, L. A., & Lawani, E. O. (2023). Effects of Two Modes of Digital Storytelling Instructional Strategy on Pupils’ Achievement in Social Studies. TechTrends, 67(3), 498–507.
Abiodun, T. O., Asanre, A., & Awofala, A. (2023). Acceptance and Perception toward Using Digital Technology in the Classroom among Students and Teachers in Ogun State, Nigeria. Journal of Science Education Research, 7(2). https://doi.org/10.21831/jser.v7i2.64669
Al-Abdullatif, A. M. (2022). Towards Digitalization in Early Childhood Education: Pre-Service Teachers’ Acceptance of Using Digital Storytelling, Comics, and Infographics in Saudi Arabia. In Education Sciences (Vol. 12, Issue 10). https://doi.org/10.3390/educsci12100702
Anderson, J., Chung, Y.-C., & Macleroy, V. (2018). Creative and critical approaches to language learning and digital technology: Findings from a multilingual digital storytelling project. Language and Education, 32(3), 195–211.
Chen, H.-J. (2024). Multimodal digital storytelling presentations in EFL contexts: learning outcomes, positive/negative affects, and perception between high-/low-achieving learners. Innovation in Language Learning and Teaching, 18(2), 181–196.
Colognesi, S., & Hanin, V. (2024). Using digital technology in the classroom adds new professional tasks for (student) teachers. Technology, Pedagogy and Education, 33(2). https://doi.org/10.1080/1475939X.2023.2293155
Cresswell, J. W. (2014). Research Design (4th ed.).
Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.5962/bhl.title.33621
Dilekçi, A., & Karatay, H. (2023). The effects of the 21st century skills curriculum on the development of students’ creative thinking skills. Thinking Skills and Creativity, 47, 101229.
Drajati, N. A., Rakerda, H., Sulistyawati, H., & Nurkamto, J. (2021). Investigating the adoption of TPACK-21CL by English pre-service teachers in a COVID-19 teaching practicum. Indonesian Journal of Applied Linguistics, 11(1), 124–133.
Duane, B. T., & Satre, M. E. (2014). Utilizing constructivism learning theory in collaborative testing as a creative strategy to promote essential nursing skills. Nurse Education Today, 34(1). https://doi.org/10.1016/j.nedt.2013.03.005
Elyani, E. P., Al Arief, Y., Amelia, R., & Asrimawati, I. F. (2022). ENHANCING STUDENTS’ SPEAKING SKILL THROUGH DIGITAL STORYTELLING. Journal of English Teaching, Applied Linguistics and Literatures (JETALL), 5(2). https://doi.org/10.20527/jetall.v5i2.14330
Erlandson, D. A. (1993). Doing naturalistic inquiry: A guide to methods. Sage.
Farooq, M., & Nauman, S. (2023). Teachers’ Perceptions and Experiences of using Digital Technology in Undergraduate Classrooms in Pakistan. Journal of Social Sciences and Media Studies, 7(1). https://doi.org/10.58921/jossams.07.01.0252
Frydenberg, M., & Andone, D. (2016). Creating micro-videos to demonstrate technology learning and digital literacy. Interactive Technology and Smart Education, 13(4). https://doi.org/10.1108/ITSE-09-2016-0030
Girlando, A. P., & Eduljee, N. B. (2016). Efficacy of Using Digital Technology in the Classroom. Asian Journal of Multidisciplinary Studies, 4(5).
Göçen Kabaran, G., & Duman, B. (2021). The Effect of Digital Storytelling Method on Learning and Study Strategies. International Journal of Technology in Education, 4(4), 681–694.
Hava, K. (2019). Exploring the role of digital storytelling in student motivation and satisfaction in EFL education. Computer Assisted Language Learning, 1–21.
Izgi-Onbasili, U., Avsar-Tuncay, A., Sezginsoy-Seker, B., & Kiray, S. A. (2022). An Examination of Preservice Teachers’ Experiences in Creating a Scientific Digital Story in the Context of Their Self Confidence in Technological Pedagogical Content Knowledge. Journal of Baltic Science Education, 21(2), 207–223.
Khanzode, C. A., & Sarode, R. D. (2017). Advantages & Challenges for Using Digital Technologies in the Classroom. College of Engineering and Management, March.
Kieu Oanh, P. T., & Hong Nhung, N. T. (2022). Constructivism learning theory: A Paradigm for Teaching and Learning English in secondary education in Vietnam. International Journal of Scientific and Research Publications, 12(12). https://doi.org/10.29322/ijsrp.12.12.2022.p13211
Kirkpatrick, M., Rivera, G., & Akers, J. (2022). Systematic Review of Behavioral Interventions Using Digital Technology to Reduce Problem Behavior in the Classroom. Journal of Behavioral Education, 31(1). https://doi.org/10.1007/s10864-020-09406-1
Kocaman-Karoglu, A. (2016). Personal voices in higher education: A digital storytelling experience for pre-service teachers. Education and Information Technologies, 21(5), 1153–1168. https://doi.org/10.1007/s10639-014-9373-1
Koohang, A., Riley, L., J. Smith, T., & Schreurs, J. (2009). E-Learning and Constructivism: From Theory to Application. Interdisciplinary Journal of E-Skills and Lifelong Learning, 5. https://doi.org/10.28945/66
Liang, J.-C., & Hwang, G.-J. (2023). A robot-based digital storytelling approach to enhancing EFL learners’ multimodal storytelling ability and narrative engagement. Computers & Education, 201, 104827.
Liu, K. P., & Liu, C. C. (2013). Facilitating EFL with storytelling on tablet PCs. Proceedings of the 21st International Conference on Computers in Education, ICCE 2013.
Mcleod, S. (2023a). Constructivism as a Theory for Teaching and Learning - Simply Psychology. Simplypsychology.Org.
Mcleod, S. (2023b). Constructivism Learning Theory & Philosophy of Education. Www.Simplypsychology.Org.
Olusegun, S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. IOSR Journal of Research & Method in Education Ver. I, 5(6).
Özüdoğru, G., & Çakir, H. (2020). An investigation into the opinions of pre-service teachers toward uses of digital storytelling in literacy education. Participatory Educational Research, 7(1), 242–256.
Parsazadeh, N., Cheng, P.-Y., Wu, T.-T., & Huang, Y.-M. (2021). Integrating computational thinking concept into digital storytelling to improve learners’ motivation and performance. Journal of Educational Computing Research, 59(3), 470–495.
Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220–228. https://doi.org/10.1080/00405840802153916
Robin, B. R., & McNeil, S. G. (2012). What educators should know about teaching digital storytelling. Digital Education Review, 22(1), 37–51. https://doi.org/10.1016/j.compcom.2012.01.002
Schmier, S. A. (2021). Using digital storytelling as a turn-around pedagogy. Literacy, 55(3). https://doi.org/10.1111/lit.12250
Sulistianingsih, E. (2021). The impact of using digital storytelling on higher education students’ reading comprehension and learning motivation. UNNES-TEFLIN National Seminar.
Sulistianingsih, E., Mujiyanto, J., Faridi, A., & Fitriati, S. W. (2022). Pre-Service Teachers’ Opinion about Using Digital Storytelling as a Tool to Learn Speaking Skills. International Conference on Science, Education, and Technology, 8, 625–631.
Sylla, C., Gil, M., & Pereira, Í. S. P. (2022). Untangling the complexity of designing tools to support tangible and digital intercultural story telling in troubled times: a case in point. Literacy, 56(1). https://doi.org/10.1111/lit.12263
Tanrıkulu, F. (2021). Students’ perceptions about the effects of collaborative digital storytelling on writing skills. Computer Assisted Language Learning, 1–16.
Taufiqulloh, Fadhly, F. Z., & Rosdiana, I. (2024). Effects of Collaborative Assessment on Undergraduate Students’ Writing Performance. Studies in English Language and Education, 11(3), 1574–1595. https://doi.org/10.24815/siele.v11i3.37704
Tecedor, M. (2024). Digital storytelling: changing learners’ attitudes and self-efficacy beliefs. Applied Linguistics, 45(1), 65–87.
Tiba, C., Condy, J., Chigona, A., & Tunjera, N. (2015). Digital storytelling as a tool for teaching: Perceptions of pre-service teachers. TD: The Journal for Transdisciplinary Research in Southern Africa, 11(1), 82–97.
Varas, D., Santana, M., Nussbaum, M., Claro, S., & Imbarack, P. (2023). Teachers’ strategies and challenges in teaching 21st century skills: Little common understanding. Thinking Skills and Creativity, 48, 101289.
Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273–315.
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186–204.
Vice, T. A., Pittman, R. T., & Warnick, E. M. (2024). Blocked or Unlocked: Recognizing the Benefits and Challenges of Digital Literacy Storytelling Projects. Journal of Education, 204(2), 468–482.
Wang, H. (2014). Learner Autonomy Based On Constructivism Learning Theory. International Journal of Cognitive and Language Sciences, 8(5).
Wu, J., & Chen, D.-T. V. (2020). A systematic review of educational digital storytelling. Computers & Education, 147, 103786.
Yang, Y.-T. C., Chen, Y.-C., & Hung, H.-T. (2022). Digital storytelling as an interdisciplinary project to improve students’ English speaking and creative thinking. Computer Assisted Language Learning, 35(4), 840–862.
Yuliani, S., & Hartanto, D. (2022). Digital Online Learning by Using Digital Storytelling for Pre-Service Teacher Students. International Journal of Language Education, 6(3), 221–232.
Zhussupova, R., & Shadiev, R. (2023). Digital storytelling to facilitate academic public speaking skills: case study in culturally diverse multilingual classroom. Journal of Computers in Education, 10(3), 499–526.
Abiodun, T. O., Asanre, A., & Awofala, A. (2023). Acceptance and Perception toward Using Digital Technology in the Classroom among Students and Teachers in Ogun State, Nigeria. Journal of Science Education Research, 7(2). https://doi.org/10.21831/jser.v7i2.64669
Al-Abdullatif, A. M. (2022). Towards Digitalization in Early Childhood Education: Pre-Service Teachers’ Acceptance of Using Digital Storytelling, Comics, and Infographics in Saudi Arabia. In Education Sciences (Vol. 12, Issue 10). https://doi.org/10.3390/educsci12100702
Anderson, J., Chung, Y.-C., & Macleroy, V. (2018). Creative and critical approaches to language learning and digital technology: Findings from a multilingual digital storytelling project. Language and Education, 32(3), 195–211.
Chen, H.-J. (2024). Multimodal digital storytelling presentations in EFL contexts: learning outcomes, positive/negative affects, and perception between high-/low-achieving learners. Innovation in Language Learning and Teaching, 18(2), 181–196.
Colognesi, S., & Hanin, V. (2024). Using digital technology in the classroom adds new professional tasks for (student) teachers. Technology, Pedagogy and Education, 33(2). https://doi.org/10.1080/1475939X.2023.2293155
Cresswell, J. W. (2014). Research Design (4th ed.).
Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.5962/bhl.title.33621
Dilekçi, A., & Karatay, H. (2023). The effects of the 21st century skills curriculum on the development of students’ creative thinking skills. Thinking Skills and Creativity, 47, 101229.
Drajati, N. A., Rakerda, H., Sulistyawati, H., & Nurkamto, J. (2021). Investigating the adoption of TPACK-21CL by English pre-service teachers in a COVID-19 teaching practicum. Indonesian Journal of Applied Linguistics, 11(1), 124–133.
Duane, B. T., & Satre, M. E. (2014). Utilizing constructivism learning theory in collaborative testing as a creative strategy to promote essential nursing skills. Nurse Education Today, 34(1). https://doi.org/10.1016/j.nedt.2013.03.005
Elyani, E. P., Al Arief, Y., Amelia, R., & Asrimawati, I. F. (2022). ENHANCING STUDENTS’ SPEAKING SKILL THROUGH DIGITAL STORYTELLING. Journal of English Teaching, Applied Linguistics and Literatures (JETALL), 5(2). https://doi.org/10.20527/jetall.v5i2.14330
Erlandson, D. A. (1993). Doing naturalistic inquiry: A guide to methods. Sage.
Farooq, M., & Nauman, S. (2023). Teachers’ Perceptions and Experiences of using Digital Technology in Undergraduate Classrooms in Pakistan. Journal of Social Sciences and Media Studies, 7(1). https://doi.org/10.58921/jossams.07.01.0252
Frydenberg, M., & Andone, D. (2016). Creating micro-videos to demonstrate technology learning and digital literacy. Interactive Technology and Smart Education, 13(4). https://doi.org/10.1108/ITSE-09-2016-0030
Girlando, A. P., & Eduljee, N. B. (2016). Efficacy of Using Digital Technology in the Classroom. Asian Journal of Multidisciplinary Studies, 4(5).
Göçen Kabaran, G., & Duman, B. (2021). The Effect of Digital Storytelling Method on Learning and Study Strategies. International Journal of Technology in Education, 4(4), 681–694.
Hava, K. (2019). Exploring the role of digital storytelling in student motivation and satisfaction in EFL education. Computer Assisted Language Learning, 1–21.
Izgi-Onbasili, U., Avsar-Tuncay, A., Sezginsoy-Seker, B., & Kiray, S. A. (2022). An Examination of Preservice Teachers’ Experiences in Creating a Scientific Digital Story in the Context of Their Self Confidence in Technological Pedagogical Content Knowledge. Journal of Baltic Science Education, 21(2), 207–223.
Khanzode, C. A., & Sarode, R. D. (2017). Advantages & Challenges for Using Digital Technologies in the Classroom. College of Engineering and Management, March.
Kieu Oanh, P. T., & Hong Nhung, N. T. (2022). Constructivism learning theory: A Paradigm for Teaching and Learning English in secondary education in Vietnam. International Journal of Scientific and Research Publications, 12(12). https://doi.org/10.29322/ijsrp.12.12.2022.p13211
Kirkpatrick, M., Rivera, G., & Akers, J. (2022). Systematic Review of Behavioral Interventions Using Digital Technology to Reduce Problem Behavior in the Classroom. Journal of Behavioral Education, 31(1). https://doi.org/10.1007/s10864-020-09406-1
Kocaman-Karoglu, A. (2016). Personal voices in higher education: A digital storytelling experience for pre-service teachers. Education and Information Technologies, 21(5), 1153–1168. https://doi.org/10.1007/s10639-014-9373-1
Koohang, A., Riley, L., J. Smith, T., & Schreurs, J. (2009). E-Learning and Constructivism: From Theory to Application. Interdisciplinary Journal of E-Skills and Lifelong Learning, 5. https://doi.org/10.28945/66
Liang, J.-C., & Hwang, G.-J. (2023). A robot-based digital storytelling approach to enhancing EFL learners’ multimodal storytelling ability and narrative engagement. Computers & Education, 201, 104827.
Liu, K. P., & Liu, C. C. (2013). Facilitating EFL with storytelling on tablet PCs. Proceedings of the 21st International Conference on Computers in Education, ICCE 2013.
Mcleod, S. (2023a). Constructivism as a Theory for Teaching and Learning - Simply Psychology. Simplypsychology.Org.
Mcleod, S. (2023b). Constructivism Learning Theory & Philosophy of Education. Www.Simplypsychology.Org.
Olusegun, S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. IOSR Journal of Research & Method in Education Ver. I, 5(6).
Özüdoğru, G., & Çakir, H. (2020). An investigation into the opinions of pre-service teachers toward uses of digital storytelling in literacy education. Participatory Educational Research, 7(1), 242–256.
Parsazadeh, N., Cheng, P.-Y., Wu, T.-T., & Huang, Y.-M. (2021). Integrating computational thinking concept into digital storytelling to improve learners’ motivation and performance. Journal of Educational Computing Research, 59(3), 470–495.
Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220–228. https://doi.org/10.1080/00405840802153916
Robin, B. R., & McNeil, S. G. (2012). What educators should know about teaching digital storytelling. Digital Education Review, 22(1), 37–51. https://doi.org/10.1016/j.compcom.2012.01.002
Schmier, S. A. (2021). Using digital storytelling as a turn-around pedagogy. Literacy, 55(3). https://doi.org/10.1111/lit.12250
Sulistianingsih, E. (2021). The impact of using digital storytelling on higher education students’ reading comprehension and learning motivation. UNNES-TEFLIN National Seminar.
Sulistianingsih, E., Mujiyanto, J., Faridi, A., & Fitriati, S. W. (2022). Pre-Service Teachers’ Opinion about Using Digital Storytelling as a Tool to Learn Speaking Skills. International Conference on Science, Education, and Technology, 8, 625–631.
Sylla, C., Gil, M., & Pereira, Í. S. P. (2022). Untangling the complexity of designing tools to support tangible and digital intercultural story telling in troubled times: a case in point. Literacy, 56(1). https://doi.org/10.1111/lit.12263
Tanrıkulu, F. (2021). Students’ perceptions about the effects of collaborative digital storytelling on writing skills. Computer Assisted Language Learning, 1–16.
Taufiqulloh, Fadhly, F. Z., & Rosdiana, I. (2024). Effects of Collaborative Assessment on Undergraduate Students’ Writing Performance. Studies in English Language and Education, 11(3), 1574–1595. https://doi.org/10.24815/siele.v11i3.37704
Tecedor, M. (2024). Digital storytelling: changing learners’ attitudes and self-efficacy beliefs. Applied Linguistics, 45(1), 65–87.
Tiba, C., Condy, J., Chigona, A., & Tunjera, N. (2015). Digital storytelling as a tool for teaching: Perceptions of pre-service teachers. TD: The Journal for Transdisciplinary Research in Southern Africa, 11(1), 82–97.
Varas, D., Santana, M., Nussbaum, M., Claro, S., & Imbarack, P. (2023). Teachers’ strategies and challenges in teaching 21st century skills: Little common understanding. Thinking Skills and Creativity, 48, 101289.
Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273–315.
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186–204.
Vice, T. A., Pittman, R. T., & Warnick, E. M. (2024). Blocked or Unlocked: Recognizing the Benefits and Challenges of Digital Literacy Storytelling Projects. Journal of Education, 204(2), 468–482.
Wang, H. (2014). Learner Autonomy Based On Constructivism Learning Theory. International Journal of Cognitive and Language Sciences, 8(5).
Wu, J., & Chen, D.-T. V. (2020). A systematic review of educational digital storytelling. Computers & Education, 147, 103786.
Yang, Y.-T. C., Chen, Y.-C., & Hung, H.-T. (2022). Digital storytelling as an interdisciplinary project to improve students’ English speaking and creative thinking. Computer Assisted Language Learning, 35(4), 840–862.
Yuliani, S., & Hartanto, D. (2022). Digital Online Learning by Using Digital Storytelling for Pre-Service Teacher Students. International Journal of Language Education, 6(3), 221–232.
Zhussupova, R., & Shadiev, R. (2023). Digital storytelling to facilitate academic public speaking skills: case study in culturally diverse multilingual classroom. Journal of Computers in Education, 10(3), 499–526.