Using Digital Storytelling in Teaching Writing among Pre-service English Teachers

Language classrooms nowadays necessitate the use of technology which is why this research aimed to teach writing through digital storytelling. This study followed the qualitative descriptive research design. Eight (8) pre-service English teachers in their senior year were utilized as participants through purposive sampling. Instruments used include a writing rubric, lesson guides, observation checklists, and diary prompts which were content validated by language experts. Digital storytelling instructions were first pilot tested to a different set of pre-service teachers. Prior to the actual digital storytelling instructions, participants were asked to write narrative essay as baseline data. During the digital storytelling process, participants were prompted to write another narrative essay as script for their digital story. Findings revealed that digital storytelling can be a potential tool in teaching writing based on the analysis of their essays and diary entries. This is not to say, though, that digital storytelling is not without drawbacks and limitations. On this premise, it is recommended that school officials equip language classrooms with digital tools that students need in doing multimedia projects like digital stories. Since digital storytelling is not limited to the teaching of writing, it is likewise recommended that it be tried out in other language skills to see its effectiveness.