Emphasizing the importance of digital storytelling in rural schools in Malaysia

Abstract

Aim: This study explores how digital storytelling is accepted or rejected by teachers and students in Malaysian rural schools when it is introduced in the classroom.Method: This research employs a case study approach, a form of qualitative method of enquiry. The qualitative method is used to gather data from teachers and pupils. This research has also conducted classroom observation via video recording to further assist in the findings later. The researcher has conducted Focus Group Discussions (FGD) with groups of students representing different rural areas in Selangor. Semi-structured interviews will be conducted with English Language teachers from the schools identified. Finally, a non-participation classroom observations are conducted via video recording.Findings: The study found that the students benefitted from storytelling activities. Reiterating the points made earlier, most students found that they had improved their language ability, communication skills, and confidence to use the target language.Implications/Novel Contribution: this study focuses on the factors affecting students participation and communication delivery while involving in digital storytelling. It also provides ways in which teachers could engage students in classroom interaction to optimize students learning. This research will contribute to conceptualizing the ideas behind the perceptions of teachers and students towards digital literacy, especially in English language classrooms.