Rationale
Listening plays a crucial role in effective communication and is a skill that develops naturally during preschool years A strong foundation in mother tongue education enables students to understand, synthesize, and evaluate auditory information However, despite its importance in language acquisition and communication, listening skills often receive insufficient attention in educational settings, leading to their general neglect.
According to a 1995 study, listening is the most utilized skill in daily life, accounting for 45% of communication It serves as the primary comprehension skill during preschool and early schooling, preceding the development of reading and writing abilities.
The teaching of listening comprehension is often overlooked in many EFL programs, leading to significant challenges for learners in understanding spoken English This issue is exacerbated in Vietnam, where educational focus tends to prioritize grammar, reading, and vocabulary over listening skills Additionally, factors such as overcrowded classrooms and the persistent reliance on traditional grammar-translation methods hinder the effectiveness of language education, preventing it from meeting its intended objectives.
In recent years, advancements in media and computer technology have prompted educators to leverage multimedia tools to enhance teaching and improve students' language learning outcomes Research indicates that the integration of media and technology in language instruction is largely effective (Chang, 1991) As multimedia technology continues to evolve, there is a growing interest in the synergistic relationship between visual and auditory elements in enhancing listening comprehension (Brett, 1995; Felix, 1995) Digital storytelling, in particular, offers a more authentic experience for foreign language learners, enriching their educational journey (Brett, 1995).
Incorporating new languages and cultures in the classroom involves understanding both linguistic and paralinguistic features, such as body language and gestures, which enhance learners' comprehension Digital stories, when carefully selected, can significantly improve listening skills due to their visual, interactive, and repetitive nature Learners engage with the story by following simple commands, allowing them to actively decode and understand the content, which promotes effective learning (Donato, 1994) This interactivity enables students to progress at their own pace, providing them with a sense of control over their learning experience Additionally, the repetitive elements of these stories support gradual language acquisition, ultimately enhancing children's reading comprehension alongside their listening skills.
Recognizing the absence of research on this topic within the Vietnamese EFL learning context, the researcher initiated a study titled "A Study on the Effects of Digital Stories on Students' Listening Comprehension at the Elementary Level" at a Military University in Hanoi.
Significance of the study
The integration of Digital Stories in listening comprehension lessons represents a significant advancement in English language teaching through technology This study highlights how such tools can effectively enhance students' listening skills, while also aiming to boost motivation among elementary learners during listening activities.
Aims and objectives of the study
This study investigates the impact of Digital Stories on enhancing elementary students' understanding of spoken English at a university in Vietnam By focusing on the use of Digital Stories in teaching listening comprehension, the research aims to yield positive outcomes in language learning.
firstly, to investigate students‟ opinions of using Digital Stories in listening comprehension lessons;
secondly, to find out to what extent Digital Stories can develop students‟ listening comprehension at elementary level.
Scope of the study
This minor thesis investigates the impact of Digital Stories on the teaching and learning of eight listening lessons Due to time constraints and the limited scope of the study, the research focuses exclusively on two classes of freshmen at a Military university in Hanoi, utilizing a quasi-experimental design alongside interviews to gather data.
Research questions
The research seeks the answers for the following research questions:
1 What are students‟ opinions of using Digital Stories in listening comprehension?
2 To what extent is there a significant difference between the experimental and control group in their listening comprehension test results?
Research method
This research utilizes a mixed-methods approach, incorporating both qualitative and quantitative elements through a quasi-experimental design Key methods include administering pre-tests and post-tests to evaluate student performance before and after the intervention, analyzing student diaries, and conducting semi-structured interviews with participants in the experimental group.
Structure of the study
The thesis consists of the followings:
This chapter includes the rationale, aims, objectives and scope of the study Chapter 1: THEORETICAL BACKGROUND
In this chapter, the author describes and synthesizes major theories as well as research studies related to the current study More particularly, it provides different
4 theoretical constructs concerning to Digital Stories and listening comprehension along with review on previous related studies
This chapter provides a methodological framework for collecting and analyzing data
In this chapter, data analysis and findings of the study are presented with the illustration of tables and charts
Summary of the major findings and suggestions for further research are presented in this part
LITERATURE REVIEW
Theoretical background of listening and listening comprehension
Listening is an active process, as defined by Byrne (1986), who noted that understanding one's mother tongue often feels effortless due to extensive exposure to language from birth This exposure enables listeners to easily recognize messages, phonological and grammatical patterns, and vocabulary Additionally, it fosters awareness of contextual clues that aid in comprehending the participants, setting, topic, and purpose of conversations However, listening can become challenging in situations where visual cues, such as facial expressions, are absent, like on the telephone, necessitating heightened concentration Prolonged listening without participation can lead to memory issues, which Byrne addressed by suggesting two methods of engagement: interacting, where the listener actively participates in the conversation, and reacting, where the listener responds to what they have heard.
Van Duzer (1997) emphasized that listening plays a vital role in the effective language skills of adult second language learners, whether in educational, professional, or community settings Throughout daily interactions, individuals engage in listening nearly twice as often as speaking and four to five times more than reading and writing.
Thompson and Rubin (1996) defined listening process as an active process through which the listeners select and interpret information that comes from
Listening is an active process that involves individuals interpreting auditory and visual cues to understand the speaker's message By concentrating on specific elements of sound, listeners construct meaning from what they hear and connect it to their existing knowledge.
Listening is often referred to as the “Cinderella skill” in second language learning, as noted by Fang (2008) Its significance resurfaced in the 1980s, particularly with Krashen’s (1987) emphasis on comprehensible input Richards (1987) highlighted that comprehensible input necessitates negotiation of meaning and includes linguistic elements slightly above the learner's existing proficiency level.
According to Rost (1994), listening is the most crucial language skill for beginners among speaking, listening, reading, and writing Engaging in extensive listening practice before tackling speaking or reading can enhance second language acquisition more effectively than learning all skills simultaneously In daily life, listening is the most frequently utilized skill, as individuals listen twice as much as they speak, read four times less, and write five times less As a highly integrative skill, listening is gaining increasing importance in foreign language education.
In conclusion, effective listening skills encompass two key aspects: sound processing and meaning processing Sound processing involves the listener's ability to recognize spoken words and sentences while interpreting language features such as intonation, pitch, and tone On the other hand, meaning processing allows listeners to organize spoken information into coherent segments, enabling them to comprehend the speaker's message, retain information in memory, and retrieve it when needed by structuring meaning and details effectively.
The term “listening comprehension” has been defined by different authors Listening is a basic input to communicate and interact It plays an important role in
Building effective communication skills is essential, and listening comprehension plays a crucial role in this process According to Brown and Yule (1983), it involves understanding what one hears, while Dirven and Oakeshott-Taylor (1984) describe it as a product of teaching methodology, linked to concepts like speech understanding and recognition Rost (2002) and Hamouda (2013) emphasize that listening comprehension is an interactive process where listeners construct meaning through sound discrimination, prior knowledge, and linguistic cues Nadig (2013) further highlights that this process encompasses recognizing speech sounds, grasping individual word meanings, and understanding sentence structure.
Listening comprehension is recognized as an interactive process rather than a simple one-way reception of sounds (Brown, 2001) According to Clark & Clark (1980) and Brown (2001), this process involves eight stages, where the listener first interprets the literal meaning of the spoken words before deducing the intended message behind them.
Listening comprehension is an interactive process where listeners actively construct meaning Research highlights the importance of sound discrimination, prior knowledge, grammatical structures, stress, intonation, and various linguistic and non-linguistic cues in this process.
Hughes (1991) pointed out that there are two skills involved in listening comprehension, they are:
Macro skills in listening require the listener to engage actively by focusing on specific information, grasping the overall meaning, and following instructions or directions effectively This article will further elaborate on the concept of macro skills in listening.
Identifying the main idea of a text is a crucial skill for effective listening comprehension The main idea encapsulates the central topic of a paragraph, summarizing what it is predominantly about Understanding the main idea aids students in retaining essential information, as it serves as the key concept that ties the entire paragraph together.
Specific information elaborates on the main idea of a paragraph by answering essential questions such as how, what, when, where, why, how much, and how many This detailed information enriches the content, providing clarity and depth to the topic being discussed.
Inference involves making educated predictions based on available information and facts To effectively draw inferences from a text, students must interpret implied or unstated information This process requires utilizing contextual clues to gain a deeper understanding, allowing them to look beyond surface details and uncover additional meanings suggested by the text.
Reference establishes a relationship between words or phrases, offering essential information for interpreting meaning It serves as a connection where one word acts as a signal or link to other words within the text.
Vocabulary is the set of words within a language that are familiar and known to the person who uses it Vocabulary is essential for communication purposes and acquiring knowledge
To effectively comprehend spoken language, a listener must interpret various elements of micro skills, including intonation patterns like stress and rhythm Additionally, recognizing the function of grammatical structures—such as interrogatives for requests and imperatives like "sit down!"—is crucial The ability to identify cohesive devices, such as "such as" and "which," along with detecting sentence constituents like subject, verb, and object, enhances understanding Furthermore, recognizing discourse markers, including expressions like "well," "oh," and "finally," plays an important role in grasping the flow of conversation.
Theoretical background of Digital stories
Firstly, a story is defined as a narrative account of a real or imagined event(s), it is a structure of narrative with a specific style and a set of characters
The storytelling technique allows learners to share experiences and gain insights from the wisdom, beliefs, and values of others This approach not only constructs a foundation of knowledge essential for memory and learning but also fosters connections among individuals across past, present, and future narratives (Barzaq, 2009).
According to Maynard (2005), stories serve as a vital means for individuals to express their experiences, comprehend the experiences of others, and unleash their imaginations They play a crucial role in helping people understand their place in the world, making them significant in the realms of personal identity, politics, and education Ultimately, stories are fundamental to how individuals interpret their lives and the world around them.
Young children's spontaneous storytelling during play reveals their perceptions of relationships, aspirations, and future behaviors For adults, both real and imagined narratives convey significant values and beliefs about the world Stories play a crucial role in shaping identities, attitudes, and values, making them inherently political As Baker and Greene (1985) noted, storytelling is a collaborative process between the storyteller and the audience, where their interaction breathes life into the narrative.
Digital storytelling is a contemporary form of the timeless art of storytelling, combining images, music, narrative, and voice to enrich characters and experiences This method leverages various media tools, making it easier for students to convey cultural information effectively According to Rule (2008), digital storytelling has several educational applications that enhance learning and engagement.
- It combines text and images with narration in the student‟s own voice to form a short digital move
- Digital Storyteller is a web-based tool that offers teachers and students' frictionless access to digital images and materials that enable them to construct compelling personal narratives
- Digital storytelling tools are easy for students to use, so the focus of the activities can be on the storytelling and sharing others' experiences
- Furthermore, digital storytelling empowers students to share cultural information and stories
- Digital storytelling gives the students the ability to reach more stories than ever before in history
Digital storytelling encompasses various formats, including audio narratives that utilize words, sound effects, field recordings, and music Web-based media enhance storytelling by integrating text, video, images, audio, and graphics At its core, storytelling fulfills a fundamental human need to share and remember experiences, highlighting the importance of communication in our lives.
Digital storytelling is a powerful means of sharing knowledge and experiences, allowing individuals of all ages to convey personal narratives or imaginative tales This contemporary form of storytelling leverages accessible media production tools, such as computers, digital cameras, and software, enabling users to share their stories online It represents a modern evolution of the ancient art of storytelling, enriched with multimedia elements like images and sound As noted by Porter (2005), "Digital storytelling facilitates the use of technology to inform and entertain."
Digital stories can be categorized into three main types: 1) personal narratives, which recount significant life events; 2) historical documentaries, which explore dramatic events that enhance our understanding of the past; and 3) instructional stories, aimed at informing or teaching viewers about specific concepts or practices (Robin, 2008).
Creating personal narratives through digital storytelling offers significant educational benefits These stories enable students to learn about diverse backgrounds, fostering appreciation for the challenges faced by classmates from different countries Such narratives can spark important discussions on race, multiculturalism, and globalization Additionally, by sharing their stories, students can bridge the emotional gap often felt by foreign-born peers, promoting connection and understanding Furthermore, personal narratives serve as a constructive outlet for addressing emotional family issues, enhancing the overall educational experience.
While personal narratives often incorporate historical details for context, students can also create unique digital stories using historical materials explored in the classroom.
Stories that Inform or Instruct
Digital stories not only inform but also have the potential to serve as instructional materials in various content areas, including mathematics, science, health education, and instructional technology This distinction highlights the need to categorize these stories separately, emphasizing their educational value and instructional purpose.
Digital Stories in Teaching Listening Comprehension
Despite the potential benefits of digital stories, there are few studies on the use of digital stories in language skill areas, especially on listening
Storytelling, as highlighted by Aiex (1988), is a timeless creative art form that has entertained and educated people throughout various cultures and centuries Its instructional potential remains valuable for teachers today Originating from the desire to explain life's mysteries and the complexities of the universe, storytelling, or oral literature, continues to play a significant role in education.
Storytelling plays a crucial role in children's literature, serving as a powerful tool for enhancing imagination and cognitive development Research shows that storytelling and dramatization significantly improve children's recall of prose content compared to other mediums By engaging with mythic literature, children not only learn about themselves but also develop their own storytelling abilities Although very young children may struggle with event sequencing, exposure to stories fosters a "sense of story," which aids in reading comprehension by helping them anticipate outcomes and understand narrative structures Additionally, storytelling creates a relaxed and intimate classroom atmosphere, benefiting both teaching and learning.
Storytelling offers numerous benefits for children's development, including introducing them to diverse narrative experiences and providing models of story patterns, themes, and characters that enhance their writing and thinking skills It fosters a sense of humor, helps children articulate their thoughts, and broadens their understanding of different cultures and beliefs Additionally, storytelling encourages critical thinking by presenting new ideas and challenging established concepts in a non-threatening manner It promotes engaging discussions that often surpass the satisfaction of traditional lessons and serves as an effective method for teaching children to listen, concentrate, and follow logical arguments.
According to Boje (1991), storytelling transcends being merely an effective teaching method for management concepts; it also fosters students' performance and learning skills Engaging in storytelling practice can significantly enhance management performance The article provides practical guidance on teaching storytelling, story writing, and interpretation skills Through consistent practice, students can improve their storytelling abilities, ultimately increasing their potential for crafting more fulfilling and successful narratives in their professional lives.
Tsou et al (2004) recognized the advantages of storytelling in language acquisition and created a multimedia storytelling website to explore its impact on teaching and learning English as a foreign language This website was implemented in an elementary school, allowing both instructors and students in the experimental group to compose and share stories, thereby enhancing the learning experience Key features included the ability to easily create multimedia stories, replay and share them, and learn how to integrate storytelling into lessons, all accessible anytime and anywhere In contrast, the control group relied solely on traditional storytelling methods without the website's support The study's findings underscored the educational value of the multimedia storytelling website, suggesting that its integration into elementary English as a foreign language classrooms could enhance teaching quality and boost student engagement and success.
Specifically, digital storytelling was introduced in the study by Collen
In a 2006 study, students who watched and listened to digital stories demonstrated better concentration and comprehension compared to those who only listened to the stories read aloud This was evident as they provided more correct answers to comprehension questions Following this, Verdugo and Belmonte (2007) conducted research on 6-year-old Spanish learners, utilizing a quasi-experimental design across six state schools in Madrid Their findings revealed that the group exposed to internet-based technology significantly outperformed the control group in listening comprehension tests These results highlight the potential benefits of incorporating technology in foreign language education, suggesting that further research across various age groups and digital materials could strengthen the connection between Information and Communication Technology (ICT) environments and enhanced language learning outcomes.
Abidin et al (2011) explored the impact of digital stories on preschool students' listening comprehension in a foreign language context, finding significant improvements in the experimental group compared to the control group Similarly, Sandaran and Lim (2013) examined the effects of digital stories on listening skills among nine-year-old third graders in a Malaysian primary school, where students engaged with eight fairy tales presented as digital stories Both studies highlight the effectiveness of digital storytelling in enhancing listening comprehension for young learners.
Observations revealed 17 key findings indicating that students experienced a significant boost in interest, concentration, and motivation, alongside improved listening comprehension skills during listening activities However, students emphasized the necessity of vocabulary teaching activities prior to engaging with digital stories to further enhance their listening comprehension.
Ciğerci and Gultekin (2017) conducted important research to assess the impact of digital stories on the listening skills of fourth-grade primary school students in a Turkish course This mixed-methods study was carried out in two fourth-grade classrooms, involving students aged 9 to 10 years, at a primary school in Eskisehir, Turkey, during the year 2014.
In the spring semester of 2015, an 8-week study was conducted to enhance Turkish language learning through digital stories and related activities The classroom teacher implemented the lesson plans while the researcher observed the process Data was collected from a listening comprehension test, as well as interviews with teachers and students Quantitative analysis revealed a significant difference in post-test listening comprehension scores between the experimental and control groups, while qualitative insights indicated that the use of digital stories and engaging activities positively impacted the listening skills of students in the experimental group.
Both traditional and digital storytelling play vital roles in education, but research indicates that digital storytelling is more effective in enhancing listening comprehension compared to traditional storytelling methods.
Recent studies highlight the advantages and limitations of digital storytelling techniques, revealing insights into their effectiveness Despite its origins dating back two decades, this innovative approach continues to evolve and impact various fields.
Digital storytelling remains underutilized in Vietnam, prompting educators to carefully assess its benefits and limitations for their students This narrative technique is a powerful educational tool that significantly enhances learning across various disciplines, particularly in developing language skills Research consistently highlights storytelling's positive influence on improving reading, speaking fluency, and listening abilities While there is a lack of studies specifically examining its effects on listening comprehension sub-skills, the researcher argues that these sub-skills share similarities with reading sub-skills, such as predicting events and identifying main ideas and characters This perspective drives the investigation into how storytelling can enhance listening comprehension skills among Vietnamese students.
How to make a digital story
Creating a digital story involves several essential steps First, the author identifies key points from the listening transcript to help students grasp and summarize the main content of the audio Next, appropriate images that illustrate these key points are selected Finally, the application "Photostory for Windows" is used to import the chosen images and create the digital story.
To create an engaging multimedia presentation, the author should first organize the images in alignment with the sequence of the listening tape The application enables users to add descriptive text to each image, enhancing comprehension by placing the text at the top, middle, or bottom of the visuals Afterward, the author can upload the audio file from their computer and synchronize it with the corresponding images to ensure a cohesive and effective presentation.
Finally, the author just clicks on “finish” and exports the digital stories to the available format so that it will be saved in the computer.
Summary
The researcher, after reviewing previous studies, recognizes digital storytelling as an effective teaching method within her educational context She learns from other linguists that digital stories can significantly enhance learners' listening comprehension This insight motivates her to conduct a study examining the relationship between digital stories and students' listening comprehension skills at the Military University of Culture and Arts.
METHODOLOGY
Population and sample
In research, a sample refers to the specific group from which data is collected, while the population represents the larger group to which the study's findings are meant to be applied (Fraenkel, Wallen, & Hyun, 2012) Typically, the sample is smaller than the population, as researchers often rely on samples due to the challenges of accessing every member of the population for comprehensive data collection.
This study focuses on freshmen at the Military University of Culture and Arts from the 2017-2018 academic year, utilizing the New English File (elementary level) as their course book A sample of 60 students, selected from two classes of 30 each, serves as the experimental and control groups, ensuring a balanced representation with one-third being female The placement test results for English listening skills show equivalency between the two classes, enhancing the validity of the study's findings on the effects of Digital Stories Additionally, students in the experimental group are coded from 1 to 30, facilitating an objective random selection of five participants for a semi-structured interview.
Research method
A mix method, using both qualitative and quantitative method, with a quasi- experimental design is employed in this research
A quasi-experimental study closely resembles experimental research; however, it differs in that participants are not randomly assigned to groups (Mackey & Gass, 2015) Instead of focusing on individual subjects, this type of study involves groups or classes, meaning that students are selected and assigned to groups without randomization.
Mixed methods research enhances the understanding of research problems by integrating both quantitative and qualitative data While quantitative data offers numerical insights, qualitative data captures participants' perspectives through diaries and semi-structured interviews This approach balances the limitations of quantitative research, such as lack of context, and the biases often found in qualitative studies By employing mixed methods, researchers can utilize a range of data collection tools, as demonstrated by Hur & Suh (2012), who used seven methods to gain a comprehensive understanding of their topic This combination of data not only validates findings through statistical analyses and observations but also provides compelling evidence that resonates with diverse audiences Ultimately, mixed methods encourage researchers to engage in both inductive and deductive reasoning, fostering a deeper exploration of their subjects.
Mixed methods research presents several limitations, primarily its time-consuming nature in gathering both quantitative and qualitative data Collecting sufficient data often requires additional resources, and the application of multiple data collection tools within a single study can be quite labor-intensive Many researchers are aware of these challenges and may require assistance to effectively manage the process Additionally, the researchers' proficiency in utilizing mixed methods can impact the overall effectiveness of the study.
23 researcher needs to master multiple methods and make sure how to mix them effectively How to interpret conflicting results and analyzing quantitative data qualitatively still need to be considered.
Data collection instruments
To gather data for this study, three data collection instruments will be employed: semi-structure interview, diaries, and listening comprehension tests
Interviews are a widely utilized research method, particularly in qualitative research for data collection They can be classified into three main types based on their structure: structured, semi-structured, and unstructured According to Denscombe (2007), semi-structured interviews serve as a middle ground between structured interviews, which use closed questions, and unstructured interviews, which resemble observational methods.
2.3.1.1 Justification of the use of semi-structured interview
Teijlingen (2014) asserts that semi-structured interviews are ideal for exploring sensitive topics such as attitudes, values, beliefs, and motives, as they allow for the observation of non-verbal cues that enhance the evaluation of validity and urgency This method aligns with the researcher's aim to investigate students' perceptions of Digital Stories in listening comprehension lessons and the challenges they face The flexibility of semi-structured interviews enables the interviewer to adapt questions to the discussion, resulting in more effective data collection Additionally, the ability to prepare questions in advance facilitates well-structured responses from participants, aiding in the construction of comprehensive research narratives.
2.3.1.2 Description of semi-structured interview
This study builds upon the framework proposed by Athur and Nazroo (2003) for planning interview topic guides It employs a semi-structured interview format consisting of four key components: an introduction, opening questions, core in-depth questions, and a closure segment (refer to Appendix 1).
The interview process begins with introducing the research to participants, ensuring they understand its purpose and have provided informed consent Initial questions are designed to build confidence and gather background information on students' listening skills The researcher then explores participants' opinions and attitudes towards experimental listening lessons using Digital Stories, as well as any challenges faced The interview concludes with expressions of gratitude and an explanation of the next steps regarding their responses This study utilized both group and individual interviews to capture a comprehensive view of students' experiences, considering various contextual cues like facial expressions and tone of voice Group interviews allowed for the exploration of shared experiences, while individual interviews aimed to uncover specific insights that might be overlooked in a group setting, as some participants may hesitate to discuss difficulties due to fear of losing face, potentially leading to unreliable data.
Krishnan and Lee (2002) describe diaries as personal accounts of experiences documented over time Researchers often label these records as diaries due to their association with "confessions."
„baring the soul‟ “highlighting the unavoidable tension between writing a record of
In academic discussions, the term "diary" is often favored over "records" due to its broader usage and relevance to public consumption, as noted by Jarvis (1992: 135) This study will adopt the term "diary" to align with common terminology and better serve the research objectives.
2.3.2.1 Justification of the use of diaries
This paper proposes the use of digital stories as an effective tool for enhancing students' listening skills over an eight-week experimental period To facilitate this, diaries were employed to manage participation in listening activities and to explore personal assumptions and belief systems, as noted by Russell & Kelly (2002) Janesick (1999) supports the use of diary writing as a valuable qualitative research method in long-term studies Through this technique, students reflect on their learning experiences, document their evolving thoughts, and address challenges encountered while listening to digital stories The data collected from these diaries will provide insights into participants' experiences and difficulties, contributing to a comprehensive understanding of the research questions alongside findings from semi-structured interviews conducted at the study's conclusion.
The diary includes three key questions aimed at gathering participants' opinions on the use of Digital Stories in weekly listening lessons It explores which aspects of Digital Stories they enjoy most, which parts they find most beneficial, and whether these stories enhance their listening comprehension This inquiry serves to assess participants' engagement in the experiment while also examining their motivation and attitudes toward integrating Digital Stories into listening instruction.
The responsibility of the study is to identify students' challenges while listening to Digital Stories, particularly their ability to concentrate on audio content while viewing accompanying images Additionally, it seeks to determine if participants in the experimental group would be interested in listening to Digital Stories in future lessons The insights gained from these inquiries will be combined with data collected from a semi-structured interview to provide comprehensive answers to the initial research questions A sample of students' diary entries is included for reference.
Bloom's taxonomy (1956) categorizes educational learning objectives into six levels: remember, understand, apply, analyze, evaluate, and create At the foundational levels, students are expected to memorize or identify facts, using questions that prompt them to label, select, recognize, or name information Moving to the second level, students must demonstrate understanding by summarizing, locating, or explaining information In alignment with these initial levels of Bloom's taxonomy, listening tests adapted from KET assess students' listening comprehension skills, focusing on their ability to recognize main ideas.
27 summarizing the events Therefore, only two parts of KET (part 2 and 3) are taken to the test
Listening comprehension tests, including pre-listening and post-listening assessments, are utilized to evaluate students' listening skills, focusing on their ability to recognize main ideas and summarize events The pre-listening test is administered to both the experimental and control groups prior to treatment, assessing their initial listening abilities to ensure equal proficiency between the groups This test comprises two parts with a total of 10 questions Following an eight-week experimental period, a post-listening test, formatted similarly to the pre-test, will be conducted to determine any significant differences in mean scores between the experimental and control groups.
Data collection procedure
The quasi-experimental research spans 10 weeks, utilizing pre-tests and post-tests to compare control and experimental groups In the initial week, the researcher outlines the study's purpose to participants Following this, a listening comprehension test at the A2 level is conducted for both groups as a pre-test to assess their baseline listening skills prior to the treatment implementation.
In the second stage of the study, both the experimental and control groups underwent an 8-week teaching process, where the experimental group engaged with 8 Digital Stories from the New English File course book, while the control group received traditional instruction Both groups participated in listening tasks based on Bloom's taxonomy, aimed at enhancing students' comprehension skills by focusing on identifying main ideas and summarizing events Additionally, participants in the experimental group were required to maintain a diary every two weeks, created by the researcher to gather insights on their experiences with Digital Stories and any challenges faced during listening comprehension lessons.
In the third stage, a post-listening test at the A2 level is administered to both groups Subsequently, five students from the experimental group are randomly chosen based on their coding to take part in a semi-structured interview designed by the researcher, which is audio recorded for descriptive analysis.
Data analysis procedures
The analysis of students' diaries and audio recordings from interviews will provide insights into their opinions on the use of Digital Stories, as well as the challenges they faced while implementing this approach in listening comprehension lessons.
Data from listening tests are analyzed to evaluate the effectiveness of Digital Stories in enhancing students' listening comprehension The study employs SPSS software (version 11.5) and focuses on independent sample t-tests to compare the control and experimental groups Pre-test results confirm no significant differences in listening abilities between the groups prior to treatment Post-test scores are then examined to determine if Digital Stories significantly improve listening skills and if the mean score differences between the two groups are noteworthy.
Summary
This chapter outlines the research methodology used to collect data, employing both qualitative and quantitative approaches alongside a quasi-experimental design to assess the impact of Digital Stories on elementary students' listening comprehension over an eight-week period Qualitative tools, such as semi-structured interviews and student diaries, aim to explore students' perspectives on the use of Digital Stories in enhancing listening skills In contrast, pre-tests and post-tests of listening comprehension are conducted to measure the differences in students' listening abilities before and after the implementation of Digital Stories.
FINDINGS AND DISCUSSION
Data collected from diaries and semi-structured interview
In this study, learners’ engagement and learners’ understanding were considered as two educational issues which mainly affected the implementation of Digital Stories project in listening comprehension
All participants in the Digital Stories project shared the same A2 English proficiency level and were eager to engage with the learning method, despite only needing a minimum grade of 5.0 for class entry It was evident that students with higher grades (7-8) demonstrated greater enthusiasm and quicker engagement in listening projects The researcher emphasized that all participants should utilize their own strategies to enhance their listening skills.
A study involving five randomly selected participants—coded as student 1, 5, 13, 17, and 26—was conducted to explore differences in students' attitudes towards innovative learning methods The initial focus was on their prior experiences with English learning, emphasizing the need for teachers to understand students' feelings about traditional methods versus the use of Digital Stories for enhancing listening skills Students 1 and 17, from the stronger group, reported utilizing diverse resources, including high school textbooks, university lectures, and online materials, alongside watching movies and listening to music in English to improve their listening abilities In contrast, the other group primarily relied on the instruction received in school and university to develop their listening skills.
Without textbooks, they hardly ever found different available materials to study out of the classroom because of “lack of time” (Student 5) or “not interested in online learning” (Student 13)
After an eight-week implementation of the Digital Stories learning project, participants shared their insights on the innovation Students in the stronger group articulated their thoughts on using Digital Stories for listening comprehension effectively, while those in the weaker group offered more ambiguous responses For instance, Student 1 enthusiastically characterized the innovation.
Digital Stories represent a modern and engaging approach to language learning, particularly beneficial for dynamic individuals Students noted that this method significantly enhances their listening comprehension skills, providing a diverse array of materials that encourage active participation Unlike traditional learning methods that relied solely on textbook recordings, Digital Stories incorporate visual elements, allowing learners to connect new vocabulary with images, which enriches their understanding The convenience of accessing videos on various electronic devices enables students to learn anytime and anywhere, making the experience enjoyable and tailored to their interests Overall, the Digital Stories learning project is viewed as an innovative and effective language learning methodology.
Despite the benefits of Digital Stories, some limitations were noted A key issue was the introduction of new vocabulary, with many stories featuring numerous unfamiliar words While teachers eventually provided these terms, students still needed to commit them to memory Some learners relied heavily on dictionaries, while others did not engage fully with the content of the Digital Stories.
31 sometimes induce them to the thought of giving up At last, they said that
Understanding the video content can be time-consuming, but it is manageable Despite receiving initial orientation, some participants remained unclear about their tasks, indicating a need for more guidance from the instructor They expressed that without the instructor's feedback or evaluation, they struggled to keep pace with the project during class.
Student 17 emphasized the importance of teachers providing more incentives for listening comprehension to maximize the benefits of projects Additionally, students faced significant challenges due to the speakers' accents and rapid speaking speeds, necessitating multiple listens to the Digital Stories to grasp key vocabulary effectively.
Through individual interviews, the researcher gained valuable insights into the effectiveness of Digital Stories as a learning method, particularly in comparison to traditional approaches Participants, including those who struggled with listening skills, acknowledged the benefits of Digital Stories for enhancing their comprehension, stating that these resources made lessons more accessible than textbook exercises While they recognized that significant improvement would require time, students expressed a general preference for this method, citing its usefulness in learning through visual content and its relevance as a modern educational tool Overall, the feedback indicated a growing engagement and appreciation for the Digital Stories learning approach among the students.
Students demonstrated strong engagement in the Digital Stories learning project, as reflected in their diary entries When asked to write a 100-word response on why the Digital Stories project was effective for them, many highlighted their enjoyment of listening to English music as a key factor contributing to their positive experience.
Participants in the study favored watching American action movies over traditional methods for improving their listening skills, as the visual elements enhanced their learning experience This approach proved effective in helping them acquire knowledge However, students from the weaker group struggled to write 100 words in their diaries, as they found it challenging to express their thoughts in written form.
Addressing participants' issues during the project in front of their peers was not an effective approach Instead, a more productive method was to conduct individual interviews to gather students' opinions indirectly The central question posed during these interviews was: What improvements could enhance the Digital Stories project, and why?
Participants found the availability of digital stories on personal devices like iPods and iPads to be both relevant and convenient for enhancing their learning experience They expressed a desire for an increased number of digital stories, suggesting that having two to three stories per week would allow them to better focus on lessons and improve their vocabulary retention Despite facing challenges during the project, students recognized the significance of this innovative approach to their learning strategies and actively sought solutions to overcome difficulties.
Weaker group members expressed difficulty in fully understanding Digital Stories without teacher assistance, despite reading subtitles and looking up unfamiliar words One student noted that although he was familiar with the topics in the textbook, he still struggled to grasp the main ideas, highlighting the importance of self-effort in learning.
The students demonstrated a clear understanding of the effectiveness of the Digital Stories project, actively participating in discussions to exchange ideas with peers and the teacher However, weaker students struggled with content comprehension and did not propose any strategies for improving their listening skills, indicating a reliance on support from teachers and classmates, which reflects their lack of self-confidence In contrast, stronger students expressed a keen interest in this innovative learning approach.
Insights from students' diaries highlight the effectiveness of Digital Stories in enhancing learning experiences Students documented their project activities biweekly and assessed their impact, with one enthusiastic student noting, “I replayed Digital Stories whenever I had free time,” indicating a positive engagement with the method Feedback from peers revealed that some students were able to incorporate expressions from Digital Stories into real-life conversations and grasp specialized vocabulary from their textbooks Another student emphasized the benefits for listening comprehension, stating, “When I watched Digital Stories, new words appeared on the screen, and pictures provided clues to their meanings,” which fostered excitement and retention of vocabulary Overall, a correlation was observed between students' interests and their comprehension levels of Digital Stories.
However, some students got into trouble with this new learning method Apart from time constraints or having too much homework, Student 5 assumed that
“It sometimes didn’t work because I just listened and didn’t pay attention I almost forgot right after leaving school” He thought a more serious way should be applied
34 to force them to really listening to Digital Stories comprehensively Besides, according to student 5, more problems about understanding were encountered
Data collected from listening tests
At the beginning of the experiment, a pre-test is administered to both the experimental and control groups to assess students' listening abilities This assessment focuses on two specific parts of the KET, specifically parts 2 and 3, which evaluate students' skills in recognizing main ideas and summarizing events The resulting scores are analyzed using an independent sample t-test in SPSS 11.5 for Windows, aiming to determine if there is a significant difference in listening abilities between the two groups prior to the treatment According to Howell (2010), it is crucial to ensure that the scores of both groups are normally distributed before performing the independent t-test.
3.2.1.1 Test of normality of distribution
Assessing the normal distribution of data is crucial for the validity of various statistical procedures, including t-tests and analysis of variance (ANOVA), as highlighted by Razali and Wah (2011) When the normality assumption is not met, the reliability of interpretations and inferences drawn from the data may be compromised There are three common methods used to evaluate whether a random sample of independent observations adheres to this assumption.
In this study, the author analyzes a sample of size 36 drawn from a normally distributed population using various methods, including graphical techniques, numerical approaches, and formal normality tests such as the Shapiro-Wilk and Kolmogorov-Smirnov tests The Kolmogorov-Smirnov test is typically used for larger sample sizes, while the Shapiro-Wilk test is best suited for samples smaller than 50 To process and analyze quantitative data, the author utilizes SPSS software, specifically employing the Kolmogorov-Smirnov test within SPSS 11.5 for Windows to assess the normal distribution of pre-test scores from both groups The significance level is set at 0.05, and the corresponding hypotheses are formulated accordingly.
H0: the scores of the control group and the experimental group are normally distributed
H1: the scores of the control group and the experimental group are not normally distributed,
Therefore, the results of the test are demonstrated in table 4.1:
Table 3.1 Test of normality of data of the pre-test
Group Kolmogorov-Smirnov(a) Shapiro-Wilk
Statistic df Sig Statistic df Sig
Due to the sample size being fewer than 50, the Shapiro-Wilk test was selected for analysis The significance values for both the experimental group (0.070) and the control group (0.242) exceed the alpha level of 0.05 This outcome suggests that the null hypothesis is not rejected, while the alternative hypothesis is rejected Consequently, it can be concluded that the data from both groups are normally distributed.
The independent samples t-test aims to determine whether there is a significant difference between the mean scores of two distinct groups The hypotheses for this test are clearly defined to facilitate the analysis.
Null hypothesis (H0): there is no difference in listening ability between the students in the control group and those in the experimental group
Alternative hypothesis (H1): there is a significant difference in listening ability between the students in the control group and those in the experimental group
The table below represents the result of independent t-test of pre-test scores:
Table 3.2 Group statistics of pre-test
Group N Mean Std Deviation Std Error Mean
Table 3.3 Independent samples test of pre-test
Equality of Variance t-test for Equality of Means
F Sig t Df Sig.(2-tailed) Mean
The analysis of the pre-listening test scores reveals that the experimental group (mean score of 6.23) and the control group (mean score of 6.26) have nearly identical performance levels With a significance level (p-value) of 0.936, which exceeds the alpha level of 0.05, the null hypothesis is accepted while the alternative hypothesis is rejected This indicates that there is no significant difference in listening abilities between the two groups Additionally, the results conform to a normal distribution.
The independent t-test results indicate that there is no significant difference in the listening abilities of the two groups of students prior to the implementation of the treatment for the experimental group.
Table 3.4 Pre-test cross tabulation
Graph 3.1.Mark frequency in the pre-test of both groups
The frequency bar graph of listening scores for both groups reveals that scores range from "3" to "9," with no participants achieving the lowest or highest marks on the adapted test The most common scores for both groups are "6" and "7," indicating that students at this elementary level struggle with recognizing main ideas and summarizing events in listening tasks Notably, a higher percentage of students in the control group received a score of "5" compared to those in the experimental group, highlighting a significant trend in performance.
GROUP comparison group experimental group
The experimental group received an average score of 39, marked as "3," while the control group had a higher proportion of students achieving a score of "4." Overall, both groups had a similar number of students earning high marks of "8" and "9." This indicates that listening comprehension skills, particularly in recognizing main ideas and summarizing events, remain a challenge for students in both groups.
After implementing the treatment in the experimental group, a post-test is conducted for both the experimental and control groups, with the latter continuing traditional teaching methods To analyze the data and address the second research question, the independent t-test formula is utilized using SPSS software.
3.2.2.1 Test of normality of distribution
Before performing an independent samples t-test, it is essential to verify the normal distribution of the data, which is a key requirement The test begins with two hypotheses: the null hypothesis, which assumes that the data are normally distributed, and the alternative hypothesis, which posits the contrary The outcomes of the test are detailed in the subsequent table.
Table 3.5 Test of normality of data of the post-listening test
POST-TEST Kolmogorov-Smirnov(a) Shapiro-Wilk
Statistic df Sig Statistic df Sig
With a significance level set at 0.05, the analysis revealed a significance value exceeding 0.05, leading to the acceptance of the null hypothesis and the rejection of the alternative hypothesis This suggests that the data from both groups follow a normal distribution.
Table 3.6 Group Statistics of the post-listening test
The results indicate that students in the experimental group achieved a higher mean score of 7.26 on the post-listening test compared to the control group's mean score of 6.53, with the experimental group also exhibiting a lower standard deviation.
Table 3.7 Independent samples t-test of the post-listening test
Levene’s Test for Equality of Variance t-test for Equality of Means
The independent sample t-test was conducted to compare the post-test scores of the experimental and control groups, revealing a significant difference in mean scores The hypothesis tested indicated that the experimental group would achieve higher mean scores than the control group (H1), while the null hypothesis (H0) posited no significant difference The results showed a t-value of 2.289 and a significance level of 0.026, which is below the alpha level of 0.05 Consequently, the alternative hypothesis is accepted, confirming that the experimental group’s listening mean scores are significantly higher than those of the control group.
Table 3.8 Post-test cross tabulation
Graph 3.2.Mark frequency in the post-test of both groups
The frequency bar graph from the post-test clearly indicates a significant improvement in the listening results of the experimental groups, as evidenced by the absence of below-average marks in this group, contrasting with the presence of two such marks in the previous assessments.
Summary
This chapter presents the findings of a quasi-experimental study on the use of Digital Stories in teaching listening skills Data were gathered from various stages of the research, including students' diaries, semi-structured interviews, and pre-post listening tests The results indicate that students responded positively to the integration of Digital Stories in their listening lessons, noting that the visual elements enhanced their learning experience and aided in vocabulary acquisition through imagery Overall, this innovative approach proved to be an effective language learning methodology.
More importantly, data analysis from the listening tests indicates that there is improvement in students „listening ability in terms of summarizing events and recognizing main ideas
The impact of digital stories on students' listening achievement appears limited, potentially due to insufficient time allocated for their implementation in teaching Additionally, a small percentage of students show a lack of enthusiasm for digital storytelling, resulting in minimal improvement Therefore, refining research methodology and teaching practices is crucial for achieving more favorable outcomes.