Using Digital Storytelling to Reduce Demotivation during Covid-19 Pandemic: A Conceptual Study
DOI:
https://doi.org/10.35961/salee.v3i2.506Keywords:
conceptual study, demotivation, digital storytelling, language learning.Abstract
It has been argued that demotivation can negatively affect learners’ interests in language learning. Thus, teaching strategies need to be performed in order to prevent or overcome demotivation. In this regard, using technology improves learners’ motivation and reduces demotivation. As a part of technology integration into language classrooms, digital storytelling can be one of the strategies taken to reduce learners’ demotivation. The present study is a conceptual study that aims to describe the potential benefits of integrating digital storytelling in EFL classrooms in trying times such as the Covid-19 pandemic. Besides discussing the merits of technology integration, especially digital storytelling in language classrooms, the present study will suggest strategies to integrate digital storytelling to increase motivation and decrease demotivation. The present study may merit educators and researchers interested in the discussions about using technology to minimize demotivation during challenging times such as the Covid-19 pandemic.
References
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Adara, R. A. (2018). Demotivating Factors of Indonesian College Students to Learn English as A Foreign Language. Sukma: Jurnal Pendidikan, 2(1), 1–24. https://doi.org/10.32533/02101(2018)
Adara, R. A. (2020). Improving Early Childhood Literacy by Training Parents to Utilize Digital Storytelling. https://doi.org/10.2991/assehr.k.200808.039
Adara, R. A. (2020). The differences in Indonesian ESL students’ motivation and perceptions of NEST and NNEST. JET ADI BUANA, 5(01). https://doi.org/10.36456/jet.v5.n01.2020.2139
Adara, R. A., & Haqiyah, A. (2021). Improving Indonesian EFL Learners’ Motivation Through Computer Assisted Learning (CALL). Journal of English Language Studies, 6(1), 110. https://doi.org/10.30870/jels.v6i1.9119
Adara, R. A., & Najmudin, O. (2020). ANALYSIS ON THE DIFFERENCES IN EFL LEARNERS’ DEMOTIVATING FACTORS AFTER COVID 19 PANDEMIC. Ta’dib, 23(2). https://doi.org/10.31958/jt.v23i2.2373
Adara, R. A., Nuryadi, N., & Nasution, R. A. (2019). Investigating the Difference in Demotivation Factors: A Case Study of Two Groups of Indonesian EFL Learners. Journal of English Language Studies, 4(2). https://doi.org/10.30870/jels.v4i2.6228
Adara, R. A., & Puspahaty, N. (2021). How EFL Learners Maintain Motivational Factors and Positive Attitudes during COVID-19 Pandemic: A Qualitative Study. ENGLISH FRANCA : Academic Journal of English Language and Education, 5(2), 277. https://doi.org/10.29240/ef.v5i2.3398
Adara, R. A., Puspahaty, N., Nuryadi, N., & Utama, W. (2021). Demotivation factors’ differences of high school EFL learners during Covid-19 pandemic: A quantitative study. EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English, 6(2), 100–110. https://doi.org/10.26905/enjourme.v6i2.6519
Adara, R., & Haqiyah, A. (2020). The Effects of Integrating Digital Storytelling to Students’ Motivation. Edukasi: Jurnal Pendidikan Dan Pengajaran, 131–145. https://doi.org/10.19109/ejpp.v7i2.6023
Aktas, E., & Yurt, S. U. (2017). Effects of Digital Story on Academic Achievement, Learning Motivation and Retention among University Students. International Journal of Higher Education, 6(1). https://doi.org/10.5430/ijhe.v6n1p180
Arai, K. (2004). What „demotivates? language learners? : Qualitative study on demotivational factors and learners? reactions. Bulletin of Toyo Gakuen University, 12, 39–47.
Bernaus, M., Wilson, A., & Gardner, R. C. (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement. Porta Linguarum, 12. https://doi.org/10.30827/digibug.31869
Burmark, L. (2004). Visual Presentations that Prompt, flash & transform. Media and Methods, 40(6).
Çelik, Ö., & Kocaman, O. (2016). Barriers Experienced by Middle School Students in the process of Learning English. International Journal of Psychology and Educational Studies, 3(1), 33–48. https://doi.org/10.17220/ijpes.2016.01.003
Christiansen, M. S., & Koelzer, M.-L. (2016). Digital Storytelling: Using Different Technologies for EFL. Mextesol, 40(1).
Cropanzano, R. (2016). Writing Nonempirical Articles for Journal of Management: General Thoughts and Suggestions Three Types of Articles The Theory Article: Proposing a New Conceptual Model. Journal of Management, 35(6).
Dörnyei, Z. (1998). Motivation in second and foreign language learning. In Language Teaching (Vol. 31, Issue 3). https://doi.org/10.1017/S026144480001315X
Dörnyei, Z., & Ushioda, E. (2013). Teaching and Researching: Motivation. Routledge. https://doi.org/10.4324/9781315833750
Evans, M., & Tragant, E. (2020). Demotivation and dropout in adult EFL learners. TESL-EJ, 23(4).
Falout, J., & Maruyama, M. (2004). A Comparative Study of Proficiency and Learner Demotivation. The Language Teacher, 28(8), 3–9.
Falout, J., Elwood, J., & Hood, M. (2009). Demotivation: Affective states and learning outcomes. System, 37(3). https://doi.org/10.1016/j.system.2009.03.004
Ghadirzadeh, R., Hashtroudi, F., & Shokri, O. (2013). Study of the Effective Factors on the University Students’ Underachievement in English Language Learning. English Language Teaching, 6. https://doi.org/10.5539/elt.v6n11p122
Gilson, L. L., & Goldberg, C. B. (2015). Editors’ Comment: So, What Is a Conceptual Paper? In Group and Organization Management (Vol. 40, Issue 2). https://doi.org/10.1177/1059601115576425
Hamada, Y., & Kito, K. (2008). Demotivation in Japanese high schools. JALT2007 Conference Proceeding, 168–178.
Han, T., Takkaç-Tulgar, A., & Aybirdi, N. (2019). Factors Causing Demotivation in EFL Learning Process and the Strategies Used by Turkish EFL Learners to Overcome their Demotivation. Advances in Language and Literary Studies, 10(2). https://doi.org/10.7575/aiac.alls.v.10n.2p.56
Hartshorn, J. K., & McMurry, B. L. (2020). The Effects of the COVID-19 Pandemic on ESL Learners and TESOL Practitioners in the United States. International Journal of TESOL Studies. https://doi.org/10.46451/ijts.2020.09.11
Hasegawa, A. (2008). Student demotivation in the foreign language classroom. Takushoku Language Studies, 107, 119–136.
Hava, K. (2019). Exploring the role of digital storytelling in student motivation and satisfaction in EFL education. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2019.1650071
Hirschheim, R. (2008). Some guidelines for the critical reviewing of conceptual papers. In Journal of the Association for Information Systems (Vol. 9, Issue 8). https://doi.org/10.17705/1jais.00167
Jaakkola, E. (2020). Designing conceptual articles: four approaches. AMS Review, 10(1–2). https://doi.org/10.1007/s13162-020-00161-0
Kaivanpanah, S., & Ghasemi, Z. (2011). An Investigation into Sources of Demotivation in Second Language Learning. Iranian Journal of Applied Linguistics (IJAL), 14(2), 89–110.
Kasami, N. (2021). Can digital storytelling enhance learning motivation for EFL students with low proficiency and confidence in English? The EuroCALL Review, 29(1). https://doi.org/10.4995/eurocall.2021.12754
Kikuchi, K. (2011). LEARNER PERCEPTIONS OF DEMOTIVATORS IN JAPANESE HIGH SCHOOL ENGLISH CLASSROOMS. Temple University.
Kikuchi, K., & Sakai, H. (2009). Japanese learners’ demotivation to study English: A survey study. JALT Journal, 31(2).
Kim, T. Y., Kim, Y., & Kim, J. Y. (2018). A Qualitative Inquiry on EFL Learning Demotivation and Resilience: A Study of Primary and Secondary EFL Students in South Korea. Asia-Pacific Education Researcher, 27(1). https://doi.org/10.1007/s40299-017-0365-y
Kim, T.-Y., Kim, Y., & Kim, J.-Y. (2017). Structural Relationship Between L2 Learning (De)motivation, Resilience, and L2 Proficiency Among Korean College Students. The Asia-Pacific Education Researcher, 26(6), 397–406. https://doi.org/10.1007/s40299-017-0358-x
Lamb, M. (2017). The motivational dimension of language teaching. In Language Teaching (Vol. 50, Issue 3). https://doi.org/10.1017/S0261444817000088
Lamb, M., & Wedell, M. (2015). Cultural contrasts and commonalities in inspiring language teaching. Language Teaching Research, 19(2). https://doi.org/10.1177/1362168814541716
Lee, L. (2014). Digital news stories: Building language learners’ content knowledge and speaking skills. Foreign Language Annals, 47(2). https://doi.org/10.1111/flan.12084
Li, C. (2021). Understanding L2 Demotivation Among Chinese Tertiary EFL Learners From an Activity Theory Perspective. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.704430
Li, C., & Zhou, T. (2017). A Questionnaire-based Study on Chinese University Students’ Demotivation to Learn English. English Language Teaching, 10(3). https://doi.org/10.5539/elt.v10n3p128
Li, L. (2011). Why they loathe learning English? A study on Chinese college EFL learners’ demotivators. Proceedings - 2011 4th International Conference on Information Management, Innovation Management and Industrial Engineering, ICIII 2011, 3. https://doi.org/10.1109/ICIII.2011.433
LoBello, C. (2015). The Impact of Digital Storytelling on Fourth Grade Student Motivation to Write.
Maguire, M., & Delahunt, B. (2017). Doing a Thematic Analysis: A Practical, Step-by-Step Guide for Learning and Teaching Scholars. AISHE-J, 3.
Meredith, J. (1993). Theory Building through Conceptual Methods. International Journal of Operations & Production Management, 13(5). https://doi.org/10.1108/01443579310028120
Miao Yee Clare, C., Renandya, W. A., & Qiu Rong, N. (2019). Demotivation in L2 classrooms: Teacher and Learner Factors. LEARN Journal: Language Education and Acquisition Research Network, 12(2).
O’Byrne, W. I., Houser, K., Stone, R., & White, M. (2018). Digital Storytelling in Early Childhood: Student Illustrations Shaping Social Interactions. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.01800
Rance-Roney, J. (2008). Digital Storytelling for Language and Culture Learning. Essential Teacher, 5(1).
Rastegar, M., Akbarzadeh, M., & Heidari, N. (2012). The Darker Side of Motivation: Demotivation and Its Relation with Two Variables of Anxiety among Iranian EFL Learners. ISRN Education, 2012. https://doi.org/10.5402/2012/215605
Razmi, M., Pourali, S., & Nozad, S. (2014). Digital Storytelling in EFL Classroom (Oral Presentation of the Story): A Pathway to Improve Oral Production. Procedia - Social and Behavioral Sciences, 98, 1541–1544. https://doi.org/10.1016/j.sbspro.2014.03.576
Sakai, H., & Kikuchi, K. (2009). An analysis of demotivators in the EFL classroom. System, 37(1). https://doi.org/10.1016/j.system.2008.09.005
Song, B., & Kim, T. Y. (2017). The dynamics of demotivation and remotivation among Korean high school EFL students. System, 65. https://doi.org/10.1016/j.system.2016.12.010
Sundqvist, P., & Olin-Scheller, C. (2013). Classroom vs. extramural english: Teachers dealing with demotivation. Linguistics and Language Compass, 7(6). https://doi.org/10.1111/lnc3.12031
Tavakoli, H., Lotfi, A. R., Biria, R., & Wang, S. (2019). Effects of CALL-mediated TBLT on motivation for L2 reading. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1580916
Tsuchiya, M. (2004). Nihonjin daigakuseino eigogakushuuheno demotivation (Japanese university students? demotivation to study English). The Chugoku Academic Society of English Language Education Kenkyukiyo 34, 34, 57–66.
Ushioda, E. (2013). Motivation and ELT: Looking Ahead to the Future. In International Perspectives on Motivation. https://doi.org/10.1057/9781137000873_13
Vibulphol, J. (2016). Students’ Motivation and Learning and Teachers’ Motivational Strategies in English Classrooms in Thailand. English Language Teaching, 9(4), 64. https://doi.org/10.5539/elt.v9n4p64
Xie, J. (2016). Digital Storytelling to Promote EFL Students’ Motivation and Efficiency in Content-Based Classroom. Education Journal, 5(6). https://doi.org/10.11648/j.edu.20160506.17
Adara, R. ., & Haqiyah, A. (2019). Digital Storytelling for English Lessons (E. . Suryana (ed.); 1st ed., Vol. 1). CCLS.
Adara, R. A. (2018). Demotivating Factors of Indonesian College Students to Learn English as A Foreign Language. Sukma: Jurnal Pendidikan, 2(1), 1–24. https://doi.org/10.32533/02101(2018)
Adara, R. A. (2020). Improving Early Childhood Literacy by Training Parents to Utilize Digital Storytelling. https://doi.org/10.2991/assehr.k.200808.039
Adara, R. A. (2020). The differences in Indonesian ESL students’ motivation and perceptions of NEST and NNEST. JET ADI BUANA, 5(01). https://doi.org/10.36456/jet.v5.n01.2020.2139
Adara, R. A., & Haqiyah, A. (2021). Improving Indonesian EFL Learners’ Motivation Through Computer Assisted Learning (CALL). Journal of English Language Studies, 6(1), 110. https://doi.org/10.30870/jels.v6i1.9119
Adara, R. A., & Najmudin, O. (2020). ANALYSIS ON THE DIFFERENCES IN EFL LEARNERS’ DEMOTIVATING FACTORS AFTER COVID 19 PANDEMIC. Ta’dib, 23(2). https://doi.org/10.31958/jt.v23i2.2373
Adara, R. A., Nuryadi, N., & Nasution, R. A. (2019). Investigating the Difference in Demotivation Factors: A Case Study of Two Groups of Indonesian EFL Learners. Journal of English Language Studies, 4(2). https://doi.org/10.30870/jels.v4i2.6228
Adara, R. A., & Puspahaty, N. (2021). How EFL Learners Maintain Motivational Factors and Positive Attitudes during COVID-19 Pandemic: A Qualitative Study. ENGLISH FRANCA : Academic Journal of English Language and Education, 5(2), 277. https://doi.org/10.29240/ef.v5i2.3398
Adara, R. A., Puspahaty, N., Nuryadi, N., & Utama, W. (2021). Demotivation factors’ differences of high school EFL learners during Covid-19 pandemic: A quantitative study. EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English, 6(2), 100–110. https://doi.org/10.26905/enjourme.v6i2.6519
Adara, R., & Haqiyah, A. (2020). The Effects of Integrating Digital Storytelling to Students’ Motivation. Edukasi: Jurnal Pendidikan Dan Pengajaran, 131–145. https://doi.org/10.19109/ejpp.v7i2.6023
Aktas, E., & Yurt, S. U. (2017). Effects of Digital Story on Academic Achievement, Learning Motivation and Retention among University Students. International Journal of Higher Education, 6(1). https://doi.org/10.5430/ijhe.v6n1p180
Arai, K. (2004). What „demotivates? language learners? : Qualitative study on demotivational factors and learners? reactions. Bulletin of Toyo Gakuen University, 12, 39–47.
Bernaus, M., Wilson, A., & Gardner, R. C. (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement. Porta Linguarum, 12. https://doi.org/10.30827/digibug.31869
Burmark, L. (2004). Visual Presentations that Prompt, flash & transform. Media and Methods, 40(6).
Çelik, Ö., & Kocaman, O. (2016). Barriers Experienced by Middle School Students in the process of Learning English. International Journal of Psychology and Educational Studies, 3(1), 33–48. https://doi.org/10.17220/ijpes.2016.01.003
Christiansen, M. S., & Koelzer, M.-L. (2016). Digital Storytelling: Using Different Technologies for EFL. Mextesol, 40(1).
Cropanzano, R. (2016). Writing Nonempirical Articles for Journal of Management: General Thoughts and Suggestions Three Types of Articles The Theory Article: Proposing a New Conceptual Model. Journal of Management, 35(6).
Dörnyei, Z. (1998). Motivation in second and foreign language learning. In Language Teaching (Vol. 31, Issue 3). https://doi.org/10.1017/S026144480001315X
Dörnyei, Z., & Ushioda, E. (2013). Teaching and Researching: Motivation. Routledge. https://doi.org/10.4324/9781315833750
Evans, M., & Tragant, E. (2020). Demotivation and dropout in adult EFL learners. TESL-EJ, 23(4).
Falout, J., & Maruyama, M. (2004). A Comparative Study of Proficiency and Learner Demotivation. The Language Teacher, 28(8), 3–9.
Falout, J., Elwood, J., & Hood, M. (2009). Demotivation: Affective states and learning outcomes. System, 37(3). https://doi.org/10.1016/j.system.2009.03.004
Ghadirzadeh, R., Hashtroudi, F., & Shokri, O. (2013). Study of the Effective Factors on the University Students’ Underachievement in English Language Learning. English Language Teaching, 6. https://doi.org/10.5539/elt.v6n11p122
Gilson, L. L., & Goldberg, C. B. (2015). Editors’ Comment: So, What Is a Conceptual Paper? In Group and Organization Management (Vol. 40, Issue 2). https://doi.org/10.1177/1059601115576425
Hamada, Y., & Kito, K. (2008). Demotivation in Japanese high schools. JALT2007 Conference Proceeding, 168–178.
Han, T., Takkaç-Tulgar, A., & Aybirdi, N. (2019). Factors Causing Demotivation in EFL Learning Process and the Strategies Used by Turkish EFL Learners to Overcome their Demotivation. Advances in Language and Literary Studies, 10(2). https://doi.org/10.7575/aiac.alls.v.10n.2p.56
Hartshorn, J. K., & McMurry, B. L. (2020). The Effects of the COVID-19 Pandemic on ESL Learners and TESOL Practitioners in the United States. International Journal of TESOL Studies. https://doi.org/10.46451/ijts.2020.09.11
Hasegawa, A. (2008). Student demotivation in the foreign language classroom. Takushoku Language Studies, 107, 119–136.
Hava, K. (2019). Exploring the role of digital storytelling in student motivation and satisfaction in EFL education. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2019.1650071
Hirschheim, R. (2008). Some guidelines for the critical reviewing of conceptual papers. In Journal of the Association for Information Systems (Vol. 9, Issue 8). https://doi.org/10.17705/1jais.00167
Jaakkola, E. (2020). Designing conceptual articles: four approaches. AMS Review, 10(1–2). https://doi.org/10.1007/s13162-020-00161-0
Kaivanpanah, S., & Ghasemi, Z. (2011). An Investigation into Sources of Demotivation in Second Language Learning. Iranian Journal of Applied Linguistics (IJAL), 14(2), 89–110.
Kasami, N. (2021). Can digital storytelling enhance learning motivation for EFL students with low proficiency and confidence in English? The EuroCALL Review, 29(1). https://doi.org/10.4995/eurocall.2021.12754
Kikuchi, K. (2011). LEARNER PERCEPTIONS OF DEMOTIVATORS IN JAPANESE HIGH SCHOOL ENGLISH CLASSROOMS. Temple University.
Kikuchi, K., & Sakai, H. (2009). Japanese learners’ demotivation to study English: A survey study. JALT Journal, 31(2).
Kim, T. Y., Kim, Y., & Kim, J. Y. (2018). A Qualitative Inquiry on EFL Learning Demotivation and Resilience: A Study of Primary and Secondary EFL Students in South Korea. Asia-Pacific Education Researcher, 27(1). https://doi.org/10.1007/s40299-017-0365-y
Kim, T.-Y., Kim, Y., & Kim, J.-Y. (2017). Structural Relationship Between L2 Learning (De)motivation, Resilience, and L2 Proficiency Among Korean College Students. The Asia-Pacific Education Researcher, 26(6), 397–406. https://doi.org/10.1007/s40299-017-0358-x
Lamb, M. (2017). The motivational dimension of language teaching. In Language Teaching (Vol. 50, Issue 3). https://doi.org/10.1017/S0261444817000088
Lamb, M., & Wedell, M. (2015). Cultural contrasts and commonalities in inspiring language teaching. Language Teaching Research, 19(2). https://doi.org/10.1177/1362168814541716
Lee, L. (2014). Digital news stories: Building language learners’ content knowledge and speaking skills. Foreign Language Annals, 47(2). https://doi.org/10.1111/flan.12084
Li, C. (2021). Understanding L2 Demotivation Among Chinese Tertiary EFL Learners From an Activity Theory Perspective. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.704430
Li, C., & Zhou, T. (2017). A Questionnaire-based Study on Chinese University Students’ Demotivation to Learn English. English Language Teaching, 10(3). https://doi.org/10.5539/elt.v10n3p128
Li, L. (2011). Why they loathe learning English? A study on Chinese college EFL learners’ demotivators. Proceedings - 2011 4th International Conference on Information Management, Innovation Management and Industrial Engineering, ICIII 2011, 3. https://doi.org/10.1109/ICIII.2011.433
LoBello, C. (2015). The Impact of Digital Storytelling on Fourth Grade Student Motivation to Write.
Maguire, M., & Delahunt, B. (2017). Doing a Thematic Analysis: A Practical, Step-by-Step Guide for Learning and Teaching Scholars. AISHE-J, 3.
Meredith, J. (1993). Theory Building through Conceptual Methods. International Journal of Operations & Production Management, 13(5). https://doi.org/10.1108/01443579310028120
Miao Yee Clare, C., Renandya, W. A., & Qiu Rong, N. (2019). Demotivation in L2 classrooms: Teacher and Learner Factors. LEARN Journal: Language Education and Acquisition Research Network, 12(2).
O’Byrne, W. I., Houser, K., Stone, R., & White, M. (2018). Digital Storytelling in Early Childhood: Student Illustrations Shaping Social Interactions. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.01800
Rance-Roney, J. (2008). Digital Storytelling for Language and Culture Learning. Essential Teacher, 5(1).
Rastegar, M., Akbarzadeh, M., & Heidari, N. (2012). The Darker Side of Motivation: Demotivation and Its Relation with Two Variables of Anxiety among Iranian EFL Learners. ISRN Education, 2012. https://doi.org/10.5402/2012/215605
Razmi, M., Pourali, S., & Nozad, S. (2014). Digital Storytelling in EFL Classroom (Oral Presentation of the Story): A Pathway to Improve Oral Production. Procedia - Social and Behavioral Sciences, 98, 1541–1544. https://doi.org/10.1016/j.sbspro.2014.03.576
Sakai, H., & Kikuchi, K. (2009). An analysis of demotivators in the EFL classroom. System, 37(1). https://doi.org/10.1016/j.system.2008.09.005
Song, B., & Kim, T. Y. (2017). The dynamics of demotivation and remotivation among Korean high school EFL students. System, 65. https://doi.org/10.1016/j.system.2016.12.010
Sundqvist, P., & Olin-Scheller, C. (2013). Classroom vs. extramural english: Teachers dealing with demotivation. Linguistics and Language Compass, 7(6). https://doi.org/10.1111/lnc3.12031
Tavakoli, H., Lotfi, A. R., Biria, R., & Wang, S. (2019). Effects of CALL-mediated TBLT on motivation for L2 reading. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1580916
Tsuchiya, M. (2004). Nihonjin daigakuseino eigogakushuuheno demotivation (Japanese university students? demotivation to study English). The Chugoku Academic Society of English Language Education Kenkyukiyo 34, 34, 57–66.
Ushioda, E. (2013). Motivation and ELT: Looking Ahead to the Future. In International Perspectives on Motivation. https://doi.org/10.1057/9781137000873_13
Vibulphol, J. (2016). Students’ Motivation and Learning and Teachers’ Motivational Strategies in English Classrooms in Thailand. English Language Teaching, 9(4), 64. https://doi.org/10.5539/elt.v9n4p64
Xie, J. (2016). Digital Storytelling to Promote EFL Students’ Motivation and Efficiency in Content-Based Classroom. Education Journal, 5(6). https://doi.org/10.11648/j.edu.20160506.17
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2022-07-18
How to Cite
Adara, R. A., Budiman, R., Puspahaty, N., & Yanti, S. D. (2022). Using Digital Storytelling to Reduce Demotivation during Covid-19 Pandemic: A Conceptual Study. SALEE: Study of Applied Linguistics and English Education, 3(2), 230–243. https://doi.org/10.35961/salee.v3i2.506
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