A STUDY ON THE IMPACTS OF DIGITAL STORYTELLING ON EFL LEARNERS’ SELF-EFFICACY AND ATTITUDES TOWARD EDUCATION TECHNOLOGIES

Abstract

This study aimed to investigate whether a digital storytelling (DS)-integrated pedagogywas effective for developing students’ self-efficacy and attitudes toward educationaltechnology. 43 English-as-a-foreign-language (EFL) English-major students from the Schoolof Foreign Languages (SFL) at Sivas Cumhuriyet University (SCU) participated into thisstudy. There were two groups in the study, namely experimental and control groups. Theexperimental group was exposed to DS-integrated instruction while no intervention wasgiven to the control group. Control group students followed their regular courserequirements. Before and after the experiment, both groups were tested by using a surveyaiming to determine learners’ self-efficacy beliefs for and attitudes towards the use oftechnology in education. The quantitative data indicated that the exposure to DS impacted theexperimental group students’ efficacy and attitudes toward educational technology in thepositive direction. However, the control group students’ scores did not exhibit a noticeablechange. The qualitative data also documented that students heightened their self-efficacy andhad a positive stance for the use of technology in their learning as a result of participationinto this experiment. The resulting information can be helpful for those who are willing tocreate a teaching environment that meets the needs and expectations of 21st century students.