Resimli elektronik hikaye kitaplarının kullanılmasıyla hikaye anlatımının İngilizceyi yabancı dil olarak öğrenen çocukların yazma becerilerinin geliştirilmesindeki rolünün değerlendirilmesi

The growing importance of technology as an integral component of modern life has generated a need for rapid and efficient writing training and instructional approaches that engage and encourage digital natives. Digital storytelling, a recent technological tool adopted by teachers in the classroom, is widely acknowledged by educators for its immediate advantages. Digital storytelling, a novel method that uses technology, is available to teachers and students. This research aims to determine how digital story telling affects students' writing. In particular, it examines how illustrated e-stories affect young learners' writing skills. Digital storytelling and conventional storytelling are contrasted in this study to improve young EFL learners' writing. A pretest-posttest quasi-experimental approach was adopted in this investigation. Two groups of young EFL learners were tested using digital storytelling and conventional writing. Student writing coherence, grammar, vocabulary, and inventiveness were tested pre- and post-test. The seven-week quasi-experimental study implemented chosen e-stories in the Diyalekt application. This study comprised sixth-grade students from two state secondary schools in Kars. The experimental group (25 students) was in Fevzi Paşa Elementary School and the control group (25 students) was in Yenişehir Elementary School. The pretest and posttest that was given to the experimental and control groups were prepared by the researcher. There were a total of 6 writing tasks in the exam in accordance with the objectives of the students in their curriculum by the Ministry of National Education. Two tasks were prepared for each objective. The intervention duration was 7 weeks; experimental group learned writing through digital storytelling while control group learned through traditional methods. A rubric was taken from the study of Uysal Yıldırım (2023) in order to evaluate the test results of the experimental and control group participants. This rubric was used by the researcher for this master's thesis study by examining the rubrics developed by Savaş (2013) and Tokdemir Demirel (2009). The analysis of the data obtained from the pretests and posttests were performed in IBM SPSS 25.0 package programme. According to the data obtained writing skills improved more in the experimental group than the control group. DST improved writing, originality, and story structure skills of the students. This thesis promotes digital storytelling in EFL classrooms by contributing to the literature of ELT. It emphasizes teacher digital technology training and believes DST may improve young learners' writing, creativity, and cultural knowledge.