Using Digital Tools and Storytelling for Transforming the English Language Pronunciation in Thai Tertiary Contexts

This research aimed to study the impacts of using digital tools and storytelling on Thai EFL pre-service teachers’ pronunciation ability. The research employed a mixed-methods design to gather qualitative and quantitative data. To investigate the effectiveness of the instruction, integrating digital tools and storytelling on pronunciation, a pre-experimental one-group pretest-posttest design was conducted with 34 EFL pre-service teachers at a public university in the lower north of Thailand for eight weeks. The research instruments comprised 1) lesson plans, using digital tools and storytelling to enhance pronunciation ability, 2) pre- and post-tests on testing pronunciation ability, 3) learning logs, and 4) an attitude questionnaire. The statistical measurements included means, standard deviation, percentage, and a dependent t-test. In terms of qualitative analysis, the coding and thematic analysis methods were adopted to analyse the data. The findings revealed that the post-test average scores of the Thai EFL pre-service teachers’ pronunciation ability were higher than the pre-test (p < 0.05). The average attitude level of the pre-service teachers towards the instruction using digital tools and storytelling to enhance pronunciation ability was at the strongly agree level, with a mean score of 4.52, indicating that they perceived the instruction as having a positive impact. For the qualitative findings, the impacts found were 1) phonological awareness, 2) confidence increases, 3) positive learning motivation, 4) pronunciation improvement, 5) pronunciation teaching application, and 6) self-directed learning. Keywords: digital tools; storytelling; pronunciation ability; feedback