Digital storytelling for improving critical reading skills, critical thinking skills, and self-regulated learning skills

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Shaye Alshaye

Abstract

The present study explored the impact of online Digital Storytelling (DTS) on developing critical reading skills, critical thinking and self-regulated learning skills of prospective teachers of Arabic. To reach such ends, a standardized pre-posttest in critical reading skills, critical thinking skills scale and self-rating scale of self-regulated learning questionnaire were used. The quasi-experimental research design has been used in the current research. The results of two independent sample t-test revealed that the critical reading skills, critical thinking skills, and self-regulated skills improved significantly in comparison to the control group. It is, therefore, recommended that blended learning should be thought of as a good match for students from communities with poor digital literacy and technology infrastructure. In addition, online learning should be used with care to cope with community needs to fill a real gap in-field practice in language learning to improve multiliteracy skills.  


Keywords: digital storytelling, critical reading skills; critical thinking skills; self-regulated learning skills; prospective teachers of Arabic

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How to Cite
Alshaye, S. (2021). Digital storytelling for improving critical reading skills, critical thinking skills, and self-regulated learning skills . Cypriot Journal of Educational Sciences, 16(4), 2049–2069. https://doi.org/10.18844/cjes.v16i4.6074
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