Effects of Implementing the Digital Storytelling Strategy on Improving the Use of Various Forms of the Passive Voice in Undergraduate EFL Students’ Oral Skills at the University Level

Abstract

This pilot study explores the effectiveness of digital storytelling in improving the oral use of the passive voice among Lebanese undergraduate EFL students. Conducted during the 2021/2022 spring semester amidst Lebanon’s ongoing economic and social crises, the study involved an experimental group using a digital storytelling strategy and a control group receiving traditional instruction. The research employed a quantitative approach, utilizing a pretest and a posttest to assess grammatical accuracy and fluency, and qualitative interviews to gauge student perceptions. The findings indicate that digital storytelling significantly enhances students’ ability to use the passive voice in oral communication, fostering greater engagement and a deeper understanding of grammatical structures. Despite the challenges posed by the COVID-19 pandemic and Lebanon’s economic difficulties, students in the experimental group demonstrated marked improvement over those in the control group. The study’s limitations include its small sample size and the specific context of a private Lebanese university, which may limit generalizability. However, the results offer promising insights into the benefits of digital storytelling as a pedagogical tool, suggesting its potential for broader application in EFL education. This research contributes to the growing body of literature on technology-enhanced language learning and underscores the need for further exploration in diverse educational settings.

Keywords

• digital storytelling
• key grammatical features
• passive voice
• EFL students’ oral skills