The Impact of Digital Storytelling on Student Speaking Proficiency At SM Stella Maris, Tanjung Aru

Abstract

This study investigates the impact of digital storytelling (DST) on secondary school students’ speaking proficiency in an ESL classroom. The research was driven by the need for engaging, technology-enhanced approaches that support Malaysian learners who frequently struggle with low confidence, limited vocabulary, and speaking anxiety. Using a qualitative case study design, the study involved 25 Form 4 students and collected data through semi-structured interviews and student reflective journals. The data were analysed using Braun and Clarke’s thematic analysis framework. The findings reveal that digital storytelling contributed positively to students’ speaking development. Students reported improvements in confidence, fluency, vocabulary use, and pronunciation awareness. They also felt more motivated and less anxious when speaking, particularly when creating and presenting personally meaningful stories. The project fostered autonomous learning, as students took ownership of their scripts, recordings, and multimedia outputs. Despite these benefits, the study also identified challenges such as scriptwriting difficulty, technical issues, and time constraints. Overall, the study concludes that digital storytelling is an effective pedagogical tool for enhancing speaking proficiency in ESL learners. Its integration in classrooms promotes language development, learner engagement, motivation, and reflective practice. The findings offer valuable implications for English language teaching in Malaysia and suggest that DST can serve as a practical and meaningful addition to current instructional practices in secondary schools.