Implementation of digital narratives to promote the productive skills of speaking in the case of the pandemic

Abstract

Digital narratives has appeared over the last few years as a powerful teaching and learning tool that engages both teachers and their students. However, until recently little attention has been paid to a theoretical framework that could be employed to increase the effectiveness of technology as a tool in a classroom environment. The crisis, which brought the educational process into a remote mode, became a motive for revising the attitude to the means and tools of information technologies introduced into schools earlier. School websites, electronic journals and diaries have proved to be useful tools for organizing the educational process using telecommunications. A discussion of the history of digital narrative and how it is being used educationally in the case of the pandemic is presented in this article. Therefore this study was aimed at investigating the challenges faced by students of the secondary school in conducting online English learning during the pandemic. The qualitative method was used by involving twenty students of secondary level of education. The participants were chosen purposely by considering various criteria. An open-ended questionnaire was distributed through a digital platform. The data was then analyzed inductively. The researchers find some problems, namely in pronunciation, fluently, vocabulary and accuracy. When in e-learning process, students become embarrassed to speak and become lazy to speak English, which leads to a decrease in vocabulary, worsening in pronunciation and a decrease in students' speaking fluency and accuracy. Findings show that productive skills, including speaking and writing skills, become the most challenging skills to learn.