Enhancing story writing skills in English Language among Second language learners through digital story telling platforms

Abstract

Purpose: The study's purpose is to evaluate the story-writing proficiency of Grade Eight students in English and identify the challenges these students encounter while learning and improving their storytelling skills. Design/methodology/approach: The study analyzed Grade Eight students' story writing skills by examining gender distribution, proficiency levels, writing habits, and satisfaction. A pre-test established a baseline, followed by concept mapping-based instruction. Post-test results showed significant improvement in storytelling skills, with many students progressing from lower to higher scores. The study used SPSS for both quantitative and qualitative analyses, addressing challenges through a detailed methodology and sampling approach. Findings: The research findings emphasized the effectiveness of digital storytelling in improving language proficiency and encouraging creative expression among L2 learners. Practical implications: The study recommended integrating digital storytelling platforms into the Grade Eight English curriculum, contributing to a broader understanding of innovative methods in language education. Originality value: The findings recommended that educators use digital storytelling platforms to boost language proficiency in L2 learners.