The Development of an Instructional Model Based on Digital Storytelling to Enhance English Pronunciation and Creativity of Undergraduate Students

Abstract

The objectives of this research were 1) to develop an instructional model based on digital storytelling to enhance English pronunciation and creativity of undergraduate students 2) to study the effectiveness of the developed instructional model. Samples were 30 students from the Elementary Program of Faculty of Education, Kampaeng Phet Rajabhat University, who enrolled in the Introduction to Linguistic for Elementary School Teachers in the 1st semester of academic year 2018. Research instruments included the English pronunciation test, the creativity evaluation form, and the students’ satisfaction questionnaire. Data were analyzed using mean score, standard deviation, t-test for dependent sample, relative gain score and content analysis. The findings were as follows: 1. The instructional model based on digital storytelling to enhance English pronunciation and creativity of undergraduate students consists of 5 components: 1) principle, 2) objectives, 3) content, 4) procedures and 5) evaluation 5 procedures which were perceiving problems, searching from media, working together, creating a product and coordinating ideas;. 2.1) The effectiveness of the developed instructional model found that the students’ posttest average scores of the English pronunciation were significantly higher than the pretest mean scores at the .05 level 2.2) The relative gain scores of creativity was higher than the designated standard of 60 percent. The mean scores of creativity ranging from the highest to the lowest were fluency, elaboration, originality and flexibility. 2.3) The overall scores of the student satisfaction toward the developed instructional model was at the high level. The mean scores of students’ satisfaction ranging from the highest to the lowest were Instructor, Content, Digital Storytelling Product, Learning Process and Environment.