Digital storytelling for improving critical reading skills, critical thinking skills, and self-regulated learning skills

Shaye Alshaye

doi:10.18844/cjes.v16i4.6074

Abstract

The present study explored the impact of online Digital Storytelling (DTS) on developing critical reading skills, critical thinking and self-regulated learning skills of prospective teachers of Arabic. To reach such ends, a standardized pre-posttest in critical reading skills, critical thinking skills scale and self-rating scale of self-regulated learning questionnaire were used. The quasi-experimental research design has been used in the current research. The results of two independent sample t-test revealed that the critical reading skills, critical thinking skills, and self-regulated skills improved significantly in comparison to the control group. It is, therefore, recommended that blended learning should be thought of as a good match for students from communities with poor digital literacy and technology infrastructure. In addition, online learning should be used with care to cope with community needs to fill a real gap in-field practice in language learning to improve multiliteracy skills.  Keywords: digital storytelling, critical reading skills; critical thinking skills; self-regulated learning skills; prospective teachers of Arabic

Highlights

Reading has been extensively studied in the field of language research
The study findings indicate that Digital Storytelling Technique (DST) participants performed significantly better than lecture-type ITII participants in terms of English achievement, critical thinking, and learning motivation
DST is a valuable tool for stimulating learning and motivating participants to collaboratively construct and personalize digital narratives as authentic learning products

Summary

Introduction

Reading has been extensively studied in the field of language research. Some of the reading comprehension studies, such as Pressley (2002), focused on critical reading and thinking skills. Wolters, Pintrich, & Karabenick, (2005) argue that critical readers have been identified as being able to switch to the most appropriate reading skills, especially the most difficult ones, as required by the situation. Some of the reading comprehension studies, such as Pressley (2002), focused on critical reading and thinking skills. Wolters, Pintrich, & Karabenick, (2005) argue that critical readers have been identified as being able to switch to the most appropriate reading skills, especially the most difficult ones, as required by the situation. Cognitive and mental skills are crucial to the development of effective, active, and interactive reading (Anderson, 2003; Grabe and Stoller, 2002). According to Anderson (2003), Crystal (2007), reading is an active and fluent process that involves both the reader and the reading material in a journey of constructing the meaning. The reading process crucially involves appreciating the meaning of what is written, people we read for meaning. Given that reading is a process of meaning formation, during the reading process, information from visual, semantic, conceptual, and linguistic sources is combined in such a way as to make it possible to figure out the sense of sentences and phrases

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