Using Digital Storytelling to Improve Writing Skills in Efl Classrooms: The Perception from Teachers of Taipei School In Ho Chi Minh City, Vietnam

Abstract

This article investigates the effectiveness of digital storytelling in enhancing writing skills in EFL classrooms, focusing on the perceptions of native teachers at the Taipei School in Ho Chi Minh City. The paper adopts a mixed-method approach, incorporating quantitative surveys and qualitative interviews with native teachers at the Taipei School. The survey provides data on teachers' experiences and attitudes towards digital storytelling, while the interviews offer deeper insights into the challenges and benefits observed in the classroom. Findings indicate a positive reception of digital storytelling among native teachers. The study concludes that digital storytelling has significant potential for improving writing skills in EFL students by creating a dynamic and interactive learning environment. Further research is recommended to explore its long-term effects and best practices for integration into language curricula. This study offers valuable insights for educators and policymakers seeking to enhance language teaching methodologies in a digital age.