Abstract:
Purpose: The study's purpose is to evaluate the story-writing proficiency of Grade
Eight students in English and identify the challenges these students encounter while
learning and improving their storytelling skills.
Design/methodology/approach: The study analyzed Grade Eight students' story
writing skills by examining gender distribution, proficiency levels, writing habits, and
satisfaction. A pre-test established a baseline, followed by concept mapping-based
instruction. Post-test results showed significant improvement in storytelling skills,
with many students progressing from lower to higher scores. The study used SPSS
for both quantitative and qualitative analyses, addressing challenges through a
detailed methodology and sampling approach.
Findings: The research findings emphasized the effectiveness of digital storytelling
in improving language proficiency and encouraging creative expression among L2
learners.
Practical implications: The study recommended integrating digital storytelling
platforms into the Grade Eight English curriculum, contributing to a broader
understanding of innovative methods in language education.
Originality value: The findings recommended that educators use digital storytelling
platforms to boost language proficiency in L2 learners.
