Effect of digital storytelling in English lesson on academic success, attitudes and retention

In this study, the effect of digital storytelling method on academic achievement, attitude towards the lesson and retention in English lesson was examined. Thus, digital storytelling method was applied in the "Celebrations" unit in the 7th grade English lesson. The study was designed in embedded design, one of the mixed research methods in which quantitative and qualitative data were collected together. In the quantitative dimension of the study, a quasi-experimental model with an unequalized pretest-posttest control group was used, and in the qualitative dimension, phenomenology was used. 34 students, 17 in the experimental group and 17 in the control group, participated in the study. In the study, quantitative data were collected through the academic achievement test and the attitude scale towards English lesson, while qualitative data were collected through semi-structured interview forms and structured student diaries. In the study, the academic achievement test and attitude scale were administered to the experimental and control groups as pretest, posttest and retention test. Interviews were conducted with 13 students in the experimental group and all students in the experimental group were asked to keep diaries during the 5-week experimental process. Quantitative data were analyzed with SPSS; qualitative data obtained from interviews were analyzed with second level inductive analysis, which is a combination of content and descriptive analysis and qualitative data obtained from diaries were analyzed with descriptive analysis. According to the findings, digital storytelling significantly increased academic achievement in the experimental group, but there was no significant difference between the experimental and control groups in terms of academic achievement post-test and retention tests. There was a significant difference between the attitude scale post-test and retention test scores of the experimental and control groups in favor of the experimental group. While the interview transcripts with the students were analyzed under the themes of "contributions of digital storytelling to language skills (listening, speaking, reading and writing)", "effects of digital storytelling on achievement level", "effects of digital storytelling on attitude (affective, cognitive and behavioral)"; the theme of "thoughts on the digital storytelling process (stages enjoyed, challenges encountered, personal contributions)" emerged as a new theme obtained from the transcripts. Student diaries were analyzed under the themes of "gains obtained in the digital storytelling process", "liked aspects of the digital storytelling process" and "problems encountered in the digital storytelling process". It was observed that students generally had positive attitudes towards digital storytelling and thought that digital storytelling contributed to the development of their language and technological skills. However, at the beginning of the process, students had difficulties in the stages of vocalization, writing scenarios, creating a story board and writing on the computer, but they overcame these difficulties over time. Key Words: English Lesson, Digital Storytelling, Academic Success, Attitude, Retention.