The Impact of Storytelling with Storyline Technology on Enhancing Verbal Fluency and Communication Skills in 4th-Grade Female Students' Persian Language Classes (A study in Karaj city)

Document Type : Original Article

Author

Associate Professor and Academic Staff of Organization for Educational Research and Planning

10.48310/rpllp.2025.18435.1197

Abstract

The present study examines the impact of integrating storytelling with Storyline technology on verbal fluency and communication skills of 4th-grade female students in Persian language classes. This research aims to identify the positive effects of this educational method on the learning outcomes of 4th-grade female students in District 3 of Karaj city.This semi-experimental study was conducted using a two-group design (pre-test and post-test). The statistical population included 250 4th-grade female students in District 3 of Karaj, from which 30 students were purposefully selected and randomly assigned to experimental and control groups. A pre-test measuring communication skills and verbal fluency was administered to both groups. The experimental group received instruction through the integration of storytelling and Storyline technology for 8 weeks, while the control group did not receive any such training. Research tools included Barton J.'s (1990) Communication Skills Questionnaire and a researcher-developed verbal fluency test, with reliability coefficients of 0.82 and 0.91, respectively.The results indicated that integrating storytelling with Storyline technology significantly enhanced the communication skills and verbal fluency of students, strengthened their listening skills and feedback abilities, and improved their interpersonal relationships.Teachers should incorporate new technologies into educational programs and tailor to the developmental level of children’s language skills.

Keywords

Main Subjects

Files

Share

How to cite

Statistics