The Effect of Digital Storytelling via the Stop Motion Studio Application on the Speaking Proficiency of EFL Elementary Learners

Document Type : research article

Authors

Department of English, Faculty of Literature, Alzahra University, Tehran, Iran

10.22059/jflr.2026.403451.1249

Abstract

Objective: With growing interest in the use of educational technology to enhance language learning based on Vygotsky’ s sociocultural frameworks, this study examined the effect of digital storytelling through the use of Stop Motion Studio application on the development of Iranian language learners' speaking skills at the elementary level.
Method: This study was conducted with a pretest-posttest design with a control group. Forty female language learners aged 12-15 years, selected based on a placement test, were randomly assigned to two experimental and control groups. The experimental group received their instruction through digital stories produced using Stop Motion Studio, while the control group received the same educational content and storytelling assignments without the use of technology. Speaking proficiency was assessed using two parallel versions of the Cambridge A2 Flyers speaking test, and participants’ performance was measured based on fluency, accuracy, vocabulary range, engagement, and coherence. Data were analyzed using descriptive statistics and analysis of covariance.
Results: The results showed that after controlling for pretest scores, the educational intervention had a significant effect on posttest speech scores, F (1, 37) = 32.02, p < .001, η² = .464, indicating a high effect coefficient. The findings suggest that digital storytelling through stop-motion studio can effectively improve language learners’ speaking proficiency through gradual support and collaborative meaning-making.
Conclusions: This study suggests that language teachers should integrate structured digital storytelling tasks into speech instruction to enhance learners’ motivation and communicative development.

Keywords

Main Subjects

References

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Journal of Foreign Language Research
Volume 16, Issue 1
April 2026
Pages 1-21

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