Digital Storytelling to Improve English Narrative Writing Skills

This study investigated the impact of digital storytelling on narrative writing skills among less successful using a quasi-experimental design. Amidst the evolving educational landscape shaped by technology, digital storytelling emerges as a powerful method to address challenges faced by struggling learners. The study explored the foundational role of narrative writing in language development, recognizing the multifaceted challenges encountered by less successful young learners. These challenges, including vocabulary limitations, story structural issues, grammatical complexities, and motivation struggles, were addressed through a tailored solution — digital storytelling. The study involved two groups, one receiving a digital storytelling intervention and the other not. Pre and post-tests used standardized rubrics to identify significant differences between the two groups. Convenience sampling selected 30 participants from a Chinese primary school, focusing on less successful young learners with low to low-intermediate English proficiency. Results indicated significant improvements in mastery levels for both genders, supporting the positive impacts of digital storytelling on narrative writing skills. The study contributed insights such as recognising digital storytelling can effectively engage less successful young learners in the narrative writing process. It is beneficial for teachers to harness digital storytelling tools to improve narrative writing skills for less successful young learners.


Introduction
In a time when education increasingly intersects with the rapid advancement of technology, investigating innovative methods like digital storytelling is not just relevant, but critical (Chen & Chuang, 2021;Wu & Chen, 2020).This pioneering approach marks a significant shift, aiming to transform the educational scene by blending traditional storytelling with the limitless potential of digital platforms.The drive to explore this field arises from a pressing need to tackle the ongoing issues that young learners face, especially those who

The Transformative Role of Digital Storytelling in Overcoming Narrative Writing Challenges
Digital storytelling involves the creation of stories using digital tools such as visuals, audio, and video (Miller, 2019;Nicoli et al., 2022).This method goes beyond traditional textbased narratives, opening new possibilities for young learners.The deliberate inclusion of multimedia elements is not merely a technological add-on but a strategic choice to encourage critical and creative thinking.In a world inundated with visual and auditory stimuli, young learners' minds engage more effectively when asked to create narratives extending beyond written words (Heinemeyer, 2020).Narrative writing is identified not merely as an academic exercise but as a versatile skill crucial for advancing language proficiency, communication skills, and critical thinking among young learners (Bland, 2022;Qian & Lin, 2019).. Beyond its linguistic dimensions, narrative writing serves as a vehicle for nurturing creativity and fostering a nuanced understanding of culture and history.The development of narrative writing skills is imperative for overall language growth and academic success, serving as a bridge between thoughts and effective communication (Wang, 2020;Hava, 2021).The journey of language acquisition is not universally easy, and those facing difficulties often encounter hurdles in mastering English narrative writing.A detailed understanding of these challenges is crucial for crafting interventions that genuinely assist struggling learners in overcoming diverse obstacles.
Less successful young learners often grapple with a limited vocabulary, hindering their ability to articulate ideas with diversity and nuance (Hardi et al., 2021;Moses & Mohamad, 2019).The struggle with incoherent narrative structures compounds the issue, as effective storytelling involves the use of transitional phrases, plot development, and character evolution (Mamduhan et al., 2019).These challenges may result in narratives lacking consistency and flow, making it difficult for readers to follow the story and grasp its message (Singh et al., 2023).Grammatical issues pose additional layers of complexity, as effective communication requires grammatically correct and punctuation-free narratives (Rahmawati & Latifah, 2019;Nur'ainy et al., 2023).Less successful young learners may struggle with these aspects, potentially diminishing the quality of their writing and impeding reader comprehension.Beyond language challenges, motivation and engagement often pose significant hurdles.Difficulties in narrative writing may lead to a dislike for the subject, making it uninteresting or frustrating (Asiatidou, 2021;de Brún, 2023).Low motivation can result in underachievement and reluctance to participate, exacerbating language challenges (Hiver & Mercer, 2020;Camacho et al., 2021).Amid these challenges, digital storytelling emerges as a tailored and innovative solution to support less successful young learners in English narrative writing.Its impact extends beyond conventional methods, addressing motivation, creativity, and the structural aspects of narrative composition (Palmer, 2022).Digital storytelling provides a canvas for young learners to create narratives using various digital tools, intentionally including multimedia elements to accommodate diverse learning styles.

Digital Storytelling: Promoting Creativity, Engagement and Ownership in Writing
Digital storytelling adds an element of fun and ownership to the writing process.By integrating graphics, audio, or videos into their narratives, less successful young learners not only enhance their stories but also gain a sense of ownership (Kim & Li, 2021).This collaborative and interactive experience fosters creative thinking, resulting in more engaging narratives.The interactive and visual nature of digital storytelling allows learners to experiment with sequencing, pacing, and multimedia elements (Miller, 2019;Symrnaiou et al., 2020).This helps them construct stories with a clear narrative arc and serves as a platform for practice and improvement in a supportive and engaging environment (Lantz et al., 2020;Palioura & Dimoulas, 2022).Digital storytelling goes beyond traditional literacy, nurturing 21st-century skills essential in today's information and technology-driven world (Yang et al., 2022;Tabieh et al., 2021).It empowers young learners to create multimedia narratives, navigate online platforms, critically evaluate media sources, and express ideas in various mediums (Djonov et al., 2021;Towndrow & Kogut, 2020).These skills extend beyond narrative writing, preparing learners for future educational and professional pursuits.
By showing the effectiveness of digital storytelling in improving narrative writing skills among young learners, particularly those who have found this part of language arts difficult, the research offered an important guide for educators, policy makers, and curriculum designers (Wu & Chen, 2020;Hwang et al., 2023).It promoted the incorporation of digital storytelling into educational plans as a way to enhance not just language and narrative skills but also digital literacy-a vital ability in the contemporary, tech-driven landscape (Wu & Chen, 2020;Nair & Yunus, 2021).In summary, this investigation into the effects of digital storytelling on enhancing narrative writing skills in less successful young learners was a powerful call for innovation in education.It highlighted the urgent necessity to leverage digital technology for education and literacy, aiming for a future where every learner can reach their full potential.This research contributed to enhancing accessibility, engagement, and impact in narrative writing education for a group often challenged in conventional learning settings.This research was carried out to find out the research questions on (1) How does the implementation of digital storytelling affect the mastery level of narrative writing skills among young learners by comparing their skills before and after the intervention and (2) What are the gender-based differences in the mastery level of narrative writing skills among young learners following the utilization of digital storytelling.

Literature Review
The literature review delves into the multifaceted role of English narrative writing and the transformative impact of digital storytelling on the learning experiences of less successful young learners.

English Narrative Writing
English narrative writing emerges as a cornerstone for young learners, playing a pivotal role in honing language skills, fostering creativity, critical thinking, and facilitating effective communication (Syarifah & Emiliasari, 2019;Liang & Fung, 2021;Yang et al., 2022).For less successful young learners grappling with language challenges, narrative writing becomes a crucial tool for language acquisition and development.This form of writing goes beyond a mere exercise in linguistic expression; it entails constructing compelling narratives with characters, settings, storylines, and resolutions (Burroway et al., 2019;Boyd et al., 2020).Through narrative writing, less successful young learners are compelled to acquire language abilities by employing descriptive language, understanding story structure, and navigating vocabulary and grammar intricacies.The engagement fostered by narrative writing transcends rote memorization, fostering critical thinking, organizational skills, and nurturing creativity (Bekar, 2019;Nair & Yunus, 2022).The analytical and critical thinking skills are further developed as less successful young learners are tasked with choosing plot elements, characters, and pacing, encouraging creativity and imagination.Moreover, narrative writing provides a platform for self-expression in a fun and secure manner, contributing to enhanced self-esteem and enthusiasm for English studies among less successful young learners (De Benetti, 2023).This process serves as a diagnostic tool for teachers, aiding in the identification of weaknesses and enabling focused support.The amalgamation of traditional storytelling with multimedia elements, encapsulated in the concept of digital storytelling, introduces an innovative and interactive dimension to language acquisition (Rong & Noor, 2019;Moradi & Chen, 2019).This synthesis of technology and storytelling presents an exciting and meaningful approach to narrative writing, promising encouraging results in improving less successful young learners' English narrative writing skills.

Application of Digital Storytelling in the Classroom
Digital storytelling emerges as a transformative force in education, utilizing narrative and digital technology to elevate learning and creativity for less successful young learners.This approach involves creating and sharing narratives through multimedia elements, including images, audio, video, and interactive features, thereby imbuing learning with dynamism and immersiveness (Rehiem, 2021;Wu & Chen, 2020).The popularity of digital storytelling in education lies in its ability to make knowledge more interesting and relatable for less successful young learners with diverse learning styles.It represents a shift from passive learning to active participation, empowering less successful young learners as content creators rather than passive recipients of knowledge.Digital storytelling not only fosters narrative writing skills but also becomes a catalyst for the development of critical thinking, communication, and problem-solving skills (Hung, 2019;Al-Shaye, 2021).The flexibility inherent in digital storytelling allows teachers to tailor assignments to the diverse needs and learning styles of less successful young learners, making it an inclusive educational technique catering to both high-achieving and struggling learners (Chen, 2023;Van Galen, 2023).Beyond narrative writing skills, digital storytelling prepares less successful young learners for a tech-driven future by imparting digital literacy, visual communication, and multimedia production skills.The integration of technology not only enhances narrative writing proficiency but also equips less successful young learners with 21st-century skills.

Previous Studies of Using Digital Storytelling to Enhance Writing Skills
A plethora of research studies have investigated the impact of digital storytelling on writing skills, particularly for less successful young learners.These studies collectively underscore the positive effects of digital storytelling on engagement, creativity, and writing quality.Digital storytelling tools, characterized by multimedia and interactivity, have been demonstrated to engage less successful young learners effectively, inspiring them to approach writing more creatively (Addone et al., 2022;Nair & Yunus, 2021;Hamilton et al., 2019).The inclusion of visual, audio, and video elements not only enhances narrative development but also contributes to greater organization and coherence in the writing produced by less successful young learners.Research findings consistently point to the notion that digital storytelling serves as a catalyst for enhanced writing engagement, creativity, and overall writing quality.The interactive nature of multimedia elements within digital storytelling tools engages less successful young learners, making the writing process enjoyable and meaningful.This heightened engagement is associated with increased perseverance and improved writing outcomes.
Digital storytelling not only improves writing skills but also nurtures digital literacy beyond the realm of writing.Less successful young learners master digital tools, improving their digital proficiency and preparing them for a technologically driven future.The collaborative nature of digital storytelling initiatives, involving audio, video, and design components, enhances writing skills and provides a platform for peer learning (Wu & Chen, 2020).The customizable nature of digital storytelling makes it an inclusive writing tool, adaptable to the varied needs and abilities of less successful young learners.In conclusion, the cumulative evidence from prior studies underscores the transformative potential of digital storytelling in improving student writing and creativity.It serves as a powerful tool for engaging less successful young learners, making the learning process enjoyable, engaging, and accessible.The findings suggest that digital storytelling has the capacity to enhance not only writing proficiency but also other essential skills, such as critical thinking, motivation, and digital literacy, contributing to a holistic development of less successful young learners in English narrative writing.

Theoretical Framework
The research framework is constructed based on the ideas of constructivism and sociocultural theory, where learners actively create knowledge through experiences.Drawing on the work of Vygotsky, the study embraced the notion that active participation enhances learning.Digital storytelling serves as a platform for less successful young learners to construct narratives, enabling them to explore language and develop English narrative writing skills.Vygotsky's Zone of Proximal Development (ZPD) theory is employed to tailor digital storytelling to each learner's abilities (Abderrahim & Plana, 2021).This approach optimizes skill development by providing multimedia and technological support within the learner's ZPD, enhancing their narrative writing capabilities.The theoretical foundation, rooted in constructivism and ZPD, laid the groundwork for understanding how digital storytelling can enhance English narrative writing skills for underachieving young learners.

Research Method
This study was a quantitative study.In the realm of quantitative study, Creswell and Clark ( 2002), as cited in Rashid et al (2021) emphasized on the importance of getting correct and reliable data in quantitative studies.Since the designed questions of this study were quantifiable, it allowed the research to establish accurate statistical analysis.

Research Design
To assess the impact of digital storytelling on less successful young learners struggling with narrative writing, a quasi-experimental study design was employed.Two groups were compared: one received a digital story intervention and the other did not.The intervention consisted of carefully selected digital storytelling activities with interactive tools, online writing platforms, and multimedia elements.The effectiveness of the intervention was measured using pre-and post-tests on narrative writing, with standardized rubrics ensuring consistency in evaluation.Quantitative data were analyzed using descriptive statistics to identify significant differences between the experimental and control groups.

Sampling
A convenience sampling approach was used to select 30 participants from a lower primary standard of a vernacular Chinese primary school in the Kepong district in Malaysia.Participants were from less successful young learners with English proficiency ranging from low to low-intermediate levels.This approach aimed to gain profound insights into the impact of digital storytelling on English narrative writing skills among struggling learners.The selection of 30 participants in the research was attributed to tight timelines.

Tests Instrument
The test was divided into two parts: the pre-test and the post-test.During the pre-test, participants responded to a writing prompt after working on a given topic.Following the intervention, the post-test was administered, requiring participants to write a narrative of 30 to 80 words based on a provided situation.Both tests were evaluated using a scoring rubric that considered various aspects, including story structure, language proficiency, content, creativity, and engagement.The rubric was adapted from a prior study Giannakou and Klonari (2019) and had a total score of 10 marks.Table 1 presented the holistic scoring writing rubric employed to assess participants' narrative writing skills.Ensuring the credibility and trustworthiness of research results relied on enhancing validity.Validity pertains to how well a study measures its intended construct, while reliability concerns the consistency of results over time (Quintao et al., 2020).Content validation is a method to enhance validity, involving a meticulous examination of a survey questionnaire and test items by two field experts.These experts, including the head of the English panel with eight years of teaching experience and a specialist in designing questions for the primary school national final exam of the academic session which is also known as Ujian Akhir Sesi Akademik (UASA), reviewed items to ensure accurate representation of the measured construct.Their feedback helped identify any ambiguities or irrelevant elements that might require adjustment.
The validity analysis, presented in Table 2, indicated a total summary value averaging 80.7%, suggesting high content validity and acceptance of the items.A study from Tuckman and Waheed (1981), as cited in Ismail et al (2019) pointed out that a content validity index obtained exceeding 70% indicated a strong level of agreement among experts.Furthermore, a pilot test with a small sample was conducted to gain insights into item clarity and relevance.
Feedback from pilot participants aided in identifying potential issues and making necessary adjustments to enhance the content validity of the test instrument.

Data Collection Methods
Quantitative data was collected using pre-and post-tests to assess narrative writing skills before and after the digital storytelling intervention.Standardized writing tasks and scoring rubrics ensured consistency in evaluation.Descriptive statistical analysis, including mean scores, was used to present numeric data and identify trends in a structured and measurable data analysis.This approach aimed to provide a comprehensive understanding of how the digital storytelling intervention influenced the English narrative writing skills of less successful young learners over time.

Results and Discussion
The research results are presented in a structured manner using tables for visual accessibility.The presentations of findings addressed the research objectives, investigating the overall impact of digital storytelling on narrative writing skills as well as examining genderbased differences in mastery levels in post digital storytelling intervention.

Gender
As shown in Table 3, this research included a total of 30 participants, providing insights into their gender distribution.Among them, 18 participants (60%) were boys.Meanwhile, 12 participants (40%) were girls.

Digital storytelling's overall impact on narrative writing through pre and post tests
The assessment of less successful young learners' mastery levels in narrative writing skills before and after interventions is summarized in Table 4.The results indicated significant improvements across various scoring ranges after the implementation of interventions.In the pre-test, a considerable number, particularly 17 participants, scored between 0 and 3, highlighting a lack of proficiency in narrative writing skills.Not mastered the minimum level Mastered the minimum level Satisfactory Good After interventions in the post-test, this number decreased to 4, signifying a positive impact on the participants' narrative writing abilities.In the pre-test, 13 participants fell within the 4 to 5 mark range, representing the minimum level of mastery.In the post-test, 7 participants displayed a positive trend, indicating maintenance or additional improvement within this group.No participants scored within the 6 to 8 range in the pre-test, but in the post-test, 10 participants demonstrated proficiency, showcasing successful improvement.Notably, none of the participants scored within the 9 to 10 range in the pre-test, while in the post-test, 9 participants achieved scores within this higher range, reflecting commendable competency post-intervention.In summary, the data revealed notable improvements in the narrative writing skills of less successful young learners who initially struggled, following the introduction of interventions.This is evident in the reduction of participants below the minimum level of competence and the rise in those attaining mastery and higher levels of proficiency.

Gender-based differences in narrative writing mastery levels before and after the intervention
Based on the analysis of pre and post-test scores in Table 5 along with gain scores for both boys and girls, in the pre-test, boys averaged a score of 3.5%, while girls achieved a slightly higher average of 3.67%.Post-test results showed significant improvement for both genders, with boys obtaining a mean score of 6.56%, surpassing girls' average of 6.5%.This positive outcome was evident in the gain scores, indicating improvement from the pre-test to the post-test.Boys exhibited a notable increase in overall performance, with a significant gain score of +3.06%, while girls also showed substantial progress with a gain score of +2.83%.These gain scores underscore the effectiveness of standard writing instruction and digital storytelling interventions during the pre and post-tests.Despite improvements in both genders, boys demonstrated a slightly higher percentage gain than girls, suggesting a positive impact on boys' learning achievements.Further investigation into the specific elements of the intervention contributing to these improvements, and whether certain teaching methods catered to each gender, would be valuable.Overall, pre-and post-test scores indicate improvement in learning achievements for both boys and girls, providing insights for future research on gender-specific effects of educational interventions and contributing to the enhancement of teaching methods and learning outcomes among less successful young learners.In the gender-specific study, the results support Constructivism, emphasizing inclusivity and fairness.Both boys and girls showed significant improvements in their narrative writing skills after the digital storytelling intervention.This suggested that the benefits of digital storytelling go beyond gender differences, creating an educational environment that is fair and all-encompassing.The boys, with notable score increases, demonstrated substantial progress in their narrative writing abilities.Aligned with Vygotsky's Zone of Proximal Development (ZPD) principles, the digital and interactive elements effectively appealed to boys who prefer technology-oriented learning (Yan & Wang, 2022;Bagdi et al., 2023).Moreover, the engagement with technology and collaborative storytelling activities aligned with the sociocultural learning theory, encouraging a shared learning experience to benefit both genders.This can be seen from girls who exhibited a similar positive trend, showing a significant improvement in their narrative writing proficiency.This indicated that the benefits of digital storytelling were not influenced by gender, providing an equal opportunity for both boys and girls to learn.The absence of significant gender differences in the gain scores underscored the potential of digital storytelling to cater to diverse learning styles and preferences.By creating a dynamic and engaging learning environment, digital storytelling becomes a tool to promote an inclusive educational experience (Nair & Yunus, 2021;Chen, 2023;Van Galen, 2023).

The Overall Impact of Digital Storytelling on Narrative Writing Skills
The study investigated how digital storytelling influences the narrative writing skills of less successful young learners, aligning with Constructivist learning theory principles.Before digital storytelling implementation, these participants demonstrated a basic proficiency level, indicating moderate confidence in narrative writing.The first measurement served as a reference for understanding their starting point based on constructivist ideas that learning builds on previous experiences.Post-implementation, significant improvement in mastery levels was observed, aligning with Vygotsky's Zone of Proximal Development (ZPD).The interactive and multimedia elements in digital storytelling provided structured support, boosting confidence within the students' ZPD and aiding improvement beyond initial skill levels.Moreover, the enhanced understanding of narrative structure post-implementation resonates with the constructivist concept of making mental models.Digital storytelling improved comprehension, enabling students to create well-structured and engaging stories (Nicoli et al., 2022;Del-Moral-Perez et al., 2019).Summarily, learning theories like Constructivism and Vygotsky's ZPD emphasize the meaningful impact of digital storytelling on less successful young learner's narrative writing skills, enhancing technical writing, fostering positive self-perception and deepening comprehension holistically.
Earlier research also showed that digital storytelling helped improve how well learners could write stories.Studies discovered that digital storytelling got students more involved in narrative writing, which made them more creative and their stories more logically connected (Elizabeth et al., 2022;Tinialishel et al., 2023).This study added new information by looking at whether boys and girls benefited differently and paying attention to students who usually didn't do as well.While some research thought digital tools might help boys more (Shin & Kim, 2022), this study found that digital storytelling helped both boys and girls equally, highlighting its importance in making sure everyone had the same opportunities.This research provided empirical evidence supporting the integration of digital storytelling in educational settings to foster an inclusive environment that catered to diverse learning preferences and needs.The improvements in narrative writing skills among both genders and less successful learners highlighted how digital storytelling could help close the gap in learning and enhance educational outcomes for all students.This research suggested several implications for educational practice and policy.It showed that digital storytelling could be a great way for teachers to reach students of all backgrounds, including those who might have struggled with or been less confident in their narrative writing skills.Schools and educational policymakers should have considered adding digital storytelling into lessons, and providing teachers with the necessary training and resources to implement it effectively.

Conclusion
The study investigated the efficacy of digital storytelling in improving narrative writing skills among less successful young learners facing challenges such as limited vocabulary, structural issues, grammatical complexities, and motivation struggles.Positioned as a tailored solution, digital storytelling demonstrated benefits beyond traditional methods by enhancing motivation, addressing structural challenges, and fostering 21st-century skills.Rooted in constructivism and Vygotsky's Zone of Proximal Development, the theoretical framework provided a basis for understanding the positive impact of digital storytelling on narrative writing skills.The research objectives, assessing overall impact and exploring gender-based differences, were achieved through a quasi-experimental design with pre-and post-tests, revealing significant improvements for both genders.The study concluded that digital storytelling positively influences narrative writing, offering promising interventions for less successful young learners and providing valuable insights for educators, policymakers, and academics.However, the research acknowledged limitations in generalizability due to the specific participant group and suggested future studies explore nuanced factors influencing gender-based variations in digital storytelling interventions across diverse educational contexts.

Figure 1 .
Figure 1.Theoretical framework of the study

Table 4
Narrative writing mastery levels before and after the intervention (n=30)

Table 5
Score analysis of the pre and post tests Gender Average Score of Pre Test (%) Average Score of Post Test (%) Gain Score