Research Article
Multimodal Learning / Digital Storytelling in ESP Manado State Polytecnics Students
|
International Journal of Computer Applications
Foundation of Computer Science (FCS), NY, USA
|
| Volume 187 - Issue 80 |
| Published: February 2026 |
| Authors: Maya Munaiseche, Josephin Sundah, Laela Worotikan, Endah Haryono |
10.5120/ijca2026926376
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Maya Munaiseche, Josephin Sundah, Laela Worotikan, Endah Haryono . Multimodal Learning / Digital Storytelling in ESP Manado State Polytecnics Students. International Journal of Computer Applications. 187, 80 (February 2026), 23-25. DOI=10.5120/ijca2026926376
@article{ 10.5120/ijca2026926376,
author = { Maya Munaiseche,Josephin Sundah,Laela Worotikan,Endah Haryono },
title = { Multimodal Learning / Digital Storytelling in ESP Manado State Polytecnics Students },
journal = { International Journal of Computer Applications },
year = { 2026 },
volume = { 187 },
number = { 80 },
pages = { 23-25 },
doi = { 10.5120/ijca2026926376 },
publisher = { Foundation of Computer Science (FCS), NY, USA }
}
%0 Journal Article
%D 2026
%A Maya Munaiseche
%A Josephin Sundah
%A Laela Worotikan
%A Endah Haryono
%T Multimodal Learning / Digital Storytelling in ESP Manado State Polytecnics Students%T
%J International Journal of Computer Applications
%V 187
%N 80
%P 23-25
%R 10.5120/ijca2026926376
%I Foundation of Computer Science (FCS), NY, USA
Abstract
This study explores how digital storytelling (DST) can support Electrical Engineering students in developing their technical oral communication skills, particularly when speaking anxiety widens the gap between what they know and how confidently they can present it. The research used a quantitative quasi experimental pretest–posttest control group design with 60 students, who were evenly assigned to an experimental group and a control group. In the experimental class, students followed a 15stage project cycle that started with a Web Quest based preparation task and moved on to writing technical narratives, recording technical voice-overs, and editing these recordings in sync with visual materials, before sharing their work with peers on digital platforms and delivering a final “making of” presentation. By the end of the intervention, students who experienced DST showed higher gains (M = 78.10, SD = 6.45) than those in the control group (M = 68.47, SD = 6.72), which corresponds to a large effect size (Cohen’s d = 2.20). Taken together, these results suggest that asking students to reshape technical content into multimodal digital stories can meaningfully enhance their linguistic accuracy, fluency, and command of technical vocabulary in vocational ESP settings.
References
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