The impact of creating digital stories on attitudes ‎to read English stories and retention levels among ‎‎4th grade students‎ | ||||
| المجلة العربية للتربية النوعية | ||||
| Volume 9, Issue 36, April 2025, Page 819-842 PDF (877.16 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/ejev.2025.420053 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Diana Anani1; ‎ Afif Zeidan2 | ||||
| 1PhD Candidate in Curricula and Teaching Methods - Al-Quds University, Abu Dis | ||||
| 2Al-Quds University, Abu Dis | ||||
| Abstract | ||||
| The aim of this study is to identify the impact of creating digital stories (DS) on fourth grade students’ attitudes towards reading English stories and to study its impact on the retention of a story events and the vocabulary of the story. To achieve this purpose, the researcher used a questionnaire composed of 20 items distributed to 20-female fourth grade students to measure their attitudes. The questionnaire was used twice, before and after the implementation of the study; for both the experimental and control groups. The researcher also used an exam composed of 7 different questions to measure the retention degree of the events and the vocabulary of the story. This study was conducted during the first semester of the scholastic year 2024-2025. The researcher used different statistical procedures which fit the collected data. The results of the study revealed that there were significant differences in attitudes and retention towards reading English stories in favor of the experimental group students due to creating digital stories. Based on the results, the researcher recommends the following: First, teachers are requested to use digital stories and encourage students create their own digital story to give students a chance to understand and better retrieve story events and vocabulary, so as to make reading English stories favorable for them and let them have positive attitudes towards it. Second, teachers are required to attend educational courses to learn programs that would help them create a digital story with attractive and influencing factors. They might also cooperate with technology teachers to learn the needed technology that might help them create a digital story. Third, teachers are required to encourage students use the technology they know or that a teacher trains them so to create their own digital story; no matter how simple or complex the product could be. | ||||
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