The effect of digital storytelling in English lessons on high school students' motivation and self efficacy

This study aimed to examine the effect of using digital storytelling on students' motivation and self-efficacy beliefs towards English lessons. The design of the research has a quasi-experimental design with pretest-posttest control group. The study group consists of 50 students who are studying in the 9th class of a private high school in Elazig in the 2021-2022 academic year. Qualitative data about the study were collected through scale. In addition, the opinions of the experimental group students about digital storytelling were collected as quantitative data. As a result of the analysis of both qualitative and quantitative data, it was determined that digital storytelling increased the motivation and self-efficacy beliefs of the students towards English lesson. Beside that it has been revealed that there is no relationship between motivation and self-efficacy variables. From the results of the study, it is highly recommended that teachers use digital storytelling in the English lessons. In addition, it is recommended to make reseaches about different use of digital storytelling by applying different methods for future research.