الفهرس 
Acknowledgementsيوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 321 |  |  |
| | | from | 321 | | |
المستخلص
The current study investigated the impact of project-based subtitled digital stories on enhancing EFL oracy skills (listening and speaking) and motivation of EFL Saudi University students. Forty-level two students, majoring English language at Taymaa University College, Saudi Arabia, were assigned and randomly distributed into two equivalent groups: experimental and control. The experimental group was taught via the treatment. However, the control group was instructed traditionally through the University textbook during the second semester of the academic year 2015/2016. The quasi-experimental design and qualitative interpretation were adopted in this study The instruments included EFL oracy checklist, EFL oracy test, EFL motivation questionnaire and team-peer evaluation digital storytelling scoring rubric. T-test for independent samples and the effect size technique were employed to measure the differences between the means of the two groups. The findings indicated that there were statistically significant differences in the mean scores of the pre/post EFL oracy test and pre/post application of the motivation scale in favor of the experimental group. Furthermore, interpreting the data qualitatively, the participants stated the effectiveness of the treatment in improving their EFL oracy skills and enhancing their motivation. Future research is recommended in investigating the impact of the same treatment on other EFL areas like reading and writing.