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Vision: Journal for Language and Foreign Language Learning
Published by Universitas Islam Negeri Walisongo Semarang
ISSN : 27459667     EISSN : 25414399     DOI : 10.21580/vjv
Core Subject : Humanities, Art,
Arts Humanities
VISION: Journal for Language and Foreign Language Learning, published twice a year, this journal, serving as a forum for the study of language teaching learning in Indonesia and other parts of the world within its local and challenging global context, supports focused studies of particular theme and interdisciplinary studies. VISION: Journal for Language and Foreign Language Learning has become a medium of diffusion and exchange of ideas and research findings, so much so that researchers, writers, and readers from various traditions of learning have interacted in the scholarly manner. This journal warmly welcomes contributions from scholars of related disciplines.
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Search results for , issue "vol. 15 no. 2 (2026)" : 1 Documents clear
Digital Storytelling as a Space for Speaking Preparation among Lower-Motivation EFL Learners Endang Sulistianingsih
Vision: Journal for Language and Foreign Language Learning Vol. 15 No. 2 (2026)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv15i232445

Abstract

Reluctant speakers in EFL classrooms often have few opportunities to practice oral communication. This study aimed to describe speaking-score patterns between pre- and post-intervention assessments and to explore how lower-motivation learners experienced digital storytelling (DST) as a context for speaking preparation and participation. First-semester undergraduates at a private university in Central Java, Indonesia, were purposively selected based on a motivation questionnaire and participated in an eight-week DST intervention. Data were collected through speaking assessments, classroom observations, reflective journals, interviews, and student-produced digital stories. The findings showed that post-intervention means were higher across fluency, pronunciation, vocabulary, grammar, and comprehension, with the largest gains in vocabulary and comprehension. Wilcoxon signed-rank tests indicated significant differences across all dimensions. No learner scored lower, although several showed no change in some dimensions. Qualitative evidence portrayed DST as a staged process in which rehearsal, self-monitoring, revision, and peer and teacher support were intertwined with the technical demands of editing and recording. Without a comparison group, these findings describe observed patterns rather than causal effects. Teachers may support reluctant speakers by staging the DST workflow, providing technical scaffolding, and assessing individual oral performance separately from group products.

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