Digital Story Telling Based on Multimodal Elements on EFL Learners’ Speaking Performance

Educators must adapt the contextual model of teaching with educational technology to improve and learning English quality. Digital storytelling is one meaningful that can enhance students' speaking skills. This study examined effectiveness digital based on multimodal elements EFL learners' performance. A quasi-experimental design a control experimental group was employed. The sample consisted 40 students Teacher Education Early Childhood Education. Both classes studied for Sample in treated by local contents. conventional video. instrument used ware rubric, Likert-Scale questionnaires, interview. Data analysis performance inter-reliability test, normality homogeneity, test linearity, ANCOVA. procedures thematic adopted inductive deductive coding. result shows effectively enhances learners descriptive statistics show (M=85.4) significantly outperformed (M=76.9) their storytelling. perceived positive perception terms enjoyment features such as visual auditory values depicted from values. also explored several obstacles using speaking, technical literacy, language skill, creativity innovative thinking, collaborative learning.