The Effects of a Project-Based Digital Storytelling Program Using a Video-Editing Platform

This study investigated the effects of a project-based digital storytelling program utilizing a video-editing platform with 124 college students in a General College English program. A web-based video-editing platform was employed to help the students create digital stories in small groups and thereby improve their language proficiency. In order to analyze the students’ perceptions of language improvement and learning attitudes towards the digital storytelling program, this study administrated a pre- and post- survey questionnaire, as well as a practice TOEIC Speaking test. For an in-depth research, the researcher observed the classes and interviewed the students about their experiences with the digital storytelling program. The t-test results showed that there was a statistically significant improvement in their speaking skills. The students perceived their linguistic skills were significantly improved for writing and reading, but not for speaking. Another gap was noted between the students’ perceptions of the language improvement and the reality of their improvement. The students showed positive attitudes towards collaboration, creativity, and the use of technology. The students enjoyed creating a digital story with the help of peers within a small group and with the instructor’s feedback. The pedagogical implications of the findings are proposed for a wider implementation of project-based digital storytelling program in the EFL context.