a meta analysis of research on using digital storytelling in english language teaching and learning
This study aims to introduce the general trends, description and focus of research on digital storytelling studies in English language teaching and learning. It investigates the use of digital storytelling, participants, mode, publication type, length of text, the skills and areas, gender of participants, design of the studies, instrument of the studies, and year of publication. The study used a meta-analysis research design in data collection and analysis. The sample of the study consisted of 50 journal articles, conference proceedings, and graduate theses and dissertations published between 2000-2023. The instrument of the study was a meta-analysis checklist. The descriptive statistics including frequencies and percentages were used to find if there were differences between the different features. Findings revealed that: 1) The digital storytelling technique in education is highlighted, showing its superiority over other methods. 2) High school participants constituted a significant (33.66%) of studies related to English language education, with ESL learners comprising 34%. Groups of 15 or more participants were most common (33.66%), and video clips were widely used (26.52%) among the analyzed studies. 3) Journal articles were the predominant publication type, while research papers typically ranged between 11 and 20 pages. 4) Speaking skills were most frequently studied (32%), and a notable gender disparity existed, with males representing 68% of participants. 4) Descriptive Only studies using questionnaires were the most prevalent (32%), with questionnaires being the primary research instrument (34%). 5) Studies published between 2020 and 2022 held the highest percentage (40%) among the research analyzed. 5) These findings collectively emphasize Digital Storytelling's in education, particularly in English language learning, highlighting trends in participant demographics, study design, and publication characteristics. (Author’s abstract)