Digital Storytelling Training for English Teachers to Improve Elementary School Students' Listening and Speaking Skills

Abstract

Developing listening and speaking skills in English learning in elementary schools requires an innovative approach that can stimulate active student engagement. Digital storytelling, as a technology-based interactive learning method, offers a potential solution to improving these two essential skills. This community service activity was motivated by the low listening and speaking skills of students in several partner elementary schools, caused by conventional teaching methods and teachers' limited ability to integrate learning technology. The objective of this activity was to improve English teachers' competency in designing, implementing, and evaluating digital storytelling to support the learning process. The activity was carried out through intensive training, hands-on practice, and reflective mentoring. The theories used included social constructivism (Vygotsky) and digital literacy theory (Gilster, 1997; Belshaw, 2012). The results of the activity demonstrated an increase in teachers' understanding and skills in using digital storytelling, as well as a positive impact on students' enthusiasm for learning. Evaluation was conducted through pre- and post-tests, as well as classroom observations. The conclusion is that this training was effective in strengthening teachers' pedagogical capacity and encouraging transformation in English learning in elementary schools.