The effect of digital storytelling on high school students' English writing skills and foreign language anxiety levels

It is considered important to take advantage of information and communication technologies in foreign language teaching. Digital storytelling is considered important in terms of motivating and arousing interest in students while learning a foreign language, providing opportunities for autonomous work, and using multimedia tools. In this context, this research aims to investigate the effect of digital storytelling method on English writing skills and foreign language anxiety levels of high school students. The research was conducted with 10th grade students in a high school in Ankara, using an experimental design. The data collection tools used in the study are: 9th grade writing skills and evaluation rubric, 10th grade writing skills and evaluation rubric, digital storytelling evaluation rubric, foreign language anxiety scale, and interview form. In the research, a digital storytelling checklist was used to ensure that students follow the experimental steps. The data was analyzed using SPSS 22 and descriptive analysis methods. The research showed that digital storytelling increases students' English writing skills, but does not create a significant difference in their foreign language anxiety levels. In the research, it was concluded that there was a statistically significant negative correlation at a moderate level between the students' final test scores in writing and foreign language anxiety. The qualitative data showed that the students in the experimental group reported a decrease in their foreign language anxiety, an increase in their interest in the lesson, more enjoyable lessons, and an increase in their motivation to participate in the lesson after the digital storytelling.