THE INTERPLAY OF SPEAKING DIFFICULTIES AND PERCEIVED PROGRESS IN DIGITAL STORYTELLING
DOI:
https://doi.org/10.30998/inference.v9i2.4726Keywords:
Digital Storytelling, Speaking Difficulties, Perceived Progress, Speaking Skills, EFL StudentsAbstract
This study aims to explore how students describe the relationship between speaking difficulties and perceived progress during a Digital Storytelling project in an EFL classroom. While previous research discusses the challenges and benefits of Digital Storytelling as two separate findings, little research has examined how they interrelate in students' learning experiences. This qualitative case study involved six eleventh-grade students from a high school in Garut Regency, Indonesia. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed three interrelated patterns: technical and contextual challenges influenced students' motivation and confidence, repeated practice supported by digital tools contributed to speaking improvement, and confidence developed differently among students. These findings suggest that speaking difficulties and perceived progress are interrelated aspects of students' learning experiences during Digital Storytelling. This study contributes to an understanding of students' speaking experiences and provides insights for teachers in supporting speaking instruction through Digital Storytelling.
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Copyright (c) 2026 Khoirun Nissa Nurul Fauziah, Yustika Nur Fajriah, Anne Ratna Suminar (Author)
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