Exploring Gender Differences in Speaking Learning with Digital Storytelling

Abstract

Digital storytelling has emerged as an innovative approach to enhance students’ participation. However, how gender influences students’ performance and interaction remain underexplored. This study investigates gender differences in student participation through the implementation of digital storytelling. A qualitative design was employed, with data collected from classroom observations using a structured observation sheet and samples of students' digital stories. The participants were 31 students (17 males and 14 females) from a junior high school class. The results revealed that female students consistently scored higher in areas of emotional expressiveness. They also displayed stronger collaborative behavior and more sustained interest. In contrast, male students tended to show strength in spontaneous delivery and visual creativity but were generally less consistent in task completion and emotional expression. In addition, male students are still playful at this age and tend to avoid responsibility. Engagement levels among female students remained stable and high, whereas male students’ engagement fluctuated across sessions. In conclusion, gender plays a significant role in shaping how students perform and participate in Speaking learning. Teachers are advised to adopt gender-responsive strategies when implementing Digital storytelling, such as offering flexible storytelling formats and mixed-gender collaboration opportunities to accommodate varying strengths.