THE IMPACT OF DIGITAL STORYTELLING ON EFL LEARNERS’ SPEAKING FLUENCY AND CONFIDENCE

Authors

  • Khavaskhon Tukhtanazarova 1th-year master’s student at Namangan State Institute of Foreign Languages named after Iskhokhon Ibrat

DOI:

https://doi.org/10.55640/

Keywords:

digital storytelling, speaking fluency, learner confidence, EFL pedagogy, multimodal learning, technology-enhanced language learning

Abstract

This study explores the effects of digital storytelling on fluency and confidence among 9th grade EFL students at School 27 in Namangan, Uzbekistan. Thirty-two participants participated in an eight-week digital storytelling intervention that included story planning, scripting, voice recording, and multimedia integration using available technology. Pre-and post-test assessments measured fluency through speech rate, pause frequency, and average sentence length, while confidence was assessed through self-assessment questionnaires and behavioral observations. Results showed significant improvements: speech rate increased by 72%, pause frequency decreased by 64%, average sentence length increased by 58%, and confidence scores increased by 89%. Qualitative data from student feedback and teacher observations showed that the multimodal nature of digital storytelling, creative ownership, and audience-centered production increased sustained engagement and reduced performance anxiety. A comparison with a control group that received traditional oral presentation training showed that digital storytelling participants increased fluency by 68% and confidence by 81%. The findings support the idea that digital storytelling is an effective pedagogical approach to improving speaking skills through purposeful, creative use of language

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References

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Published

2026-01-08

Issue

Vol. 5 No. 01 (2026): Journal of Multidisciplinary Sciences and Innovations

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.

How to Cite

THE IMPACT OF DIGITAL STORYTELLING ON EFL LEARNERS’ SPEAKING FLUENCY AND CONFIDENCE. (2026). Journal of Multidisciplinary Sciences and Innovations, 5(01), 267-270. https://doi.org/10.55640/

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