The utilization of KineMaster application: Mobile-based digital storytelling to improve English speaking skills of Thai EFL undergraduate students during the COVID-19 pandemic

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Ronnakorn Thummachit


The COVID-19 pandemic has led to a reevaluation of priorities, including education. In Thailand, social distancing measures have prompted the implementation of online learning policies. The study utilizes the KineMaster app for mobile-based digital storytelling to improve Thai undergraduates' English-speaking skills during the pandemic. It enhances online learning through editing and recording features, fostering active learning and student autonomy. The study analyzes the capacity to integrate online learning with multimedia usage and identifies the challenges. In a recent study, 72.6% of students who received clear instructions on KineMaster usage and 64.5% who received regular app instruction from teachers improved their English-speaking skills through mobile-based digital storytelling using KineMaster. The study found that post-test scores (8.94±0.936) of Thai EFL undergraduate students using the KineMaster Application for mobile-based digital storytelling significantly improved compared to pre-test scores (7.39±1.18), with a significance level of 0.05. In the group interview, students preferred English-speaking instruction using KineMaster, finding it engaging and believing it would improve their abilities. Most (98%) agreed it helped practice English skills and appreciated the design options. Integrating technology, specifically KineMaster, is identified as a potentially effective tool for language instruction. The study's findings have implications for instructional designers and language instructors, offering insights into technology-based language teaching and curriculum design in the digital era.

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Thummachit, R. (2024). The utilization of KineMaster application: Mobile-based digital storytelling to improve English speaking skills of Thai EFL undergraduate students during the COVID-19 pandemic . Interdisciplinary Research Review, 19(1). Retrieved from
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