ÌìÃÀ´«Ã½

This study examines the impact of digital storytelling (DST) on EFL university students’ speech quality and willingness to communicate (WTC). Using a Complexity–Accuracy–Fluency (CAF) framework, it analyses how different aspects of speaking develop.

A quasi-experimental design is applied with three groups: video-based DST, audio with text and images, and audio with text only. Data are collected through pre- and post-test speaking tasks and a WTC questionnaire. Quantitative analysis (t-tests and ANOVA) measures changes in CAF, while qualitative analysis explores students’ attitudes.

The study aims to identify whether DST improves speech quality and whether different modalities produce different outcomes, as well as how DST influences learners’ willingness to communicate.