The effect of the digital storytelling approach on primary school students' English speaking skills

In this study, the effect of the "Digital Storytelling" (DST) Digital Storytelling approach on students' speaking skills in primary school fourth-grade English courses was examined. In this study, "Mixed-Methods Research Designs" was used. Embedded design, one of the mixed-methods research designs, was utilized in the study. In the quantitative design of the study, a quasi-experimental model with a pre-test and post-test control group was conducted. The sample of this study consists of fourth-grade primary school students in a public school affiliated with Eskişehir Provincial Directorate of National Education. There are 15 students in the control group and 13 students in the experimental group. "English Speaking Skill Rubric for Primary School Students" was utilized to collect quantitative data. The data were analyzed with SPSS 25 software. Mann Whitney-U test, one of the non-parametric tests, was conducted to analyze the quantitative data. The researcher's diary, student diaries, interview forms, semi-structured interviews, observations, and audio recordings were employed for qualitative data. As a result of this study, it was found that the digital storytelling approach in foreign language English classes had a positive effect on the speaking skills of fourth-grade primary school students. In the interviews conducted with the English course teacher and the experimental group students, it was found that the digital storytelling approach improved English speaking skills.