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