With traditional story texts written by middle school students comparison of digital story texts

The aim of this study is to compare traditional story texts written by middle school students with digital story texts in terms of language and narration, story elements, vocabulary and spelling-punctuation. Within the scope of the study, the story texts prepared by the students were evaluated with the Written Expression Evaluation Form and Story Elements Evaluation Scale. The explanatory sequential design, which is one of the mixed method designs, was used in the study. A quasi-experimental design was used to collect the quantitative data of the study and random assignment was made between the two prepared groups. Since a pre-test would be used before the experiment, the study was carried out with a pre-test/post-test matched control group design and quantitative data were collected in this way. In order to examine the students' opinions more deeply in the collection of the qualitative data of the study, semi-structured interviews were conducted with the students in the experimental group regarding the method used. The study group consists of 35 students studying in the 8th grade at a state middle school in the central district of Ağrı province. The analysis of the data shows that there was an increase in the scores of the experimental group in the Written Expression Evaluation Form and Story Elements Evaluation Scales after the application. According to this finding, it can be said that digital stories are an effective material in increasing the written expression levels of students.