Exploring the interplay of digital storytelling, L2 speaking skills, self-regulation, and anxiety in an IELTS preparation course

Abstract

Abstract This investigation explores the potential of integrating digital storytelling (DST) within an English as a Foreign Language (EFL) course specifically designed for International English Language Testing System (IELTS) preparation. The study employs a randomized controlled trial methodology, involving 89 EFL learners divided into two groups. The primary objective is to assess the effectiveness of DST intervention on three key variables: L2 speaking skills, speaking self-regulation, and speaking anxiety. A pre-test, post-test, and one-month follow-up design is implemented to capture the longitudinal effects of the intervention. Data analysis utilizes Linear Mixed-Effects Models (LMM) to account for the repeated-measures nature of the study. The LMM incorporates both fixed effects (group, time, and their interaction) and random effects (participant intercepts) to provide a comprehensive evaluation of the intervention’s impact. Preliminary findings suggest that the incorporation of DST may yield positive outcomes in L2 speaking skills, speaking self-regulation, and speaking anxiety. This research aims to contribute to the existing body of knowledge by providing empirical evidence on the efficacy of DST as a pedagogical tool within IELTS preparation contexts. The findings hold potential value for language educators and practitioners seeking to enhance speaking proficiency and foster a more positive learning environment for learners experiencing anxiety.