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EFFECTIVENESS OF USING METACOGNITIVE STRATEGIES IN DIGITAL
STORYTELLING
Farmonov Dilshod Po‘latovich
Senior lecturer at Qarshi International University
Nigmatov Izzat Shovkat o‘g‘li
Teacher of the school of creativity named after Abdullah Oripov
ABSTRACT:
Today, rapid developments are taking place in all areas of our society to meet
global standards, including in the education system. In an era where all processes are being
digitized, developing the communication skills (soft skills) of modern personnel is an important
task for educational institutions. Communication skills are essential soft skills for the
development of students in educational institutions during the digital age. This research focuses
on improving the effectiveness of the learning model and its practical application by utilizing
metacognitive strategies for the effective teaching of philological sciences. The effectiveness of
using metacognitive strategies to observe the thinking process with the aim of enhancing
students' communication skills (listening, speaking, reading, writing, and presentation skills) has
been examined.
Keywords:
metacognitive strategy, communication skills, active learning, digital storytelling.
ANNOTATSIYA:
Bugungi kunda jamiyatimizning barcha sohalarida jahon standartlariga mos
kelish uchun jadal rivojlanishlar yuz bermoqda. Jumladan, ta’lim tizimida ham. Barcha
jarayonlar raqamlashayotgan davrda zamonga mos kadrlarning muloqot ko‘nikmalarini (soft
skill) rivojlantirish ta’lim muassasalari uchun muhim vazifadir. Muloqot qobiliyatlari – raqamli
davrda taʼlim muassasalarida o‘quvchilar rivojlanishi uchun juda muhim boʻlgan yumshoq
koʻnikmalardir. Ushbu tadqiqot orqali filologiya fanlarini samarali o‘qitish uchun metakognitiv
strategiyalardan foydalanib, oʻquv modelining samaradorligi hamda amaliy qo‘llay olishga
qaratilgan. Talabalarning muloqot qobiliyatlarini (tinglash, gapirish, oʻqish, yozish va taqdimot
qilish koʻnikmalarini) yaxshilash maqsadida fikrlash jarayonini kuzatish uchun metakognitiv
strategiyalarni qo‘llash samaradorligi ko‘rib chiqilgan.
Kalit soʻzlar
: metakognitiv strategiya, muloqot qobiliyati, faol oʻrganish, raqamli hikoya aytish.
АННОТАЦИЯ:
В настоящее время во всех сферах нашего общества происходят
стремительные изменения, направленные на соответствие мировым стандартам. В том
числе и в системе образования. В эпоху, когда все процессы цифровизируются, развитие
коммуникативных навыков (soft skills) у современных кадров является важной задачей для
образовательных учреждений. Коммуникативные способности — это важные гибкие
навыки, необходимые для развития учащихся в цифровую эпоху. Данное исследование
направлено на повышение эффективности учебной модели и её практического
применения за счёт использования метакогнитивных стратегий для эффективного
преподавания филологических дисциплин. Рассмотрена эффективность применения
метакогнитивных стратегий для наблюдения за процессом мышления с целью улучшения
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коммуникативных способностей студентов (навыков слушания, говорения, чтения, письма
и презентации).
Ключевые слова:
метакогнитивная стратегия, коммуникативные способности, активное
обучение, цифровое повествование.
INTRODUCTION
As a necessary tool and knowledge of the 21st century, in civil and labor processes, the
development of communication skills is growing in importance. Critical thinking, creative
thinking, communication and collaborative skills are essential for student development. In
Paragraph 2 of the decree of the president of the Republic of Uzbekistan “on measures to
effectively organize the activities of the Ministry of preschool and school education and
organizations in its system”dated May 26, 2023 PF-79 [1] “a new order of knowledge
assessment will be introduced and within its framework, students ' skills such as being able to
apply the mentioned topic in The goal of the new assessment system is to adapt students to the
requirements of the international standard. Therefore, communication skills should be formed in
the lessons in order for students to purposefully exchange ideas with others, understand
messages and communicate thoughts, and develop presentation skills [2]. Communication skills
show the skill of expressing and communicating emotions and important information to others. It
is also possible to reflect individual skill levels. Developing communication and presentation
skills will help students find work in future activities and be successful with the team [3].
Today, not only schoolchildren, but also students have problems with communication skills.
There is a need for further improvement of students ' communication methods and methods of
providing information, as well as development of comprehension skills. They are obliged to be
able to choose a suitable method in the presentation of their concepts, to apply self-confidence in
the exchange of appropriate thoughts, accuracy and orderliness in explaining the necessary views.
By encouraging students to develop communication skills, logical thinking processes improve,
placing thoughts in sequence, learning to make decisions, and presenting thoughts.
Students can connect their concepts with their mental imagination and express them to others.
Therefore, communication skills are very important and necessary for all, especially in their
future professions [3]. Students with well-formed communication skills such as writing, speaking,
sorting, organizing, and providing meaningful content are successful in future activities.
LITERATURE ANALYSIS
Metacognitive skills offer students opportunities to learn independently, improve productivity,
and solve problems. The existence of different styles for the development of students '
communication skills is known to us from the research carried out, including role-playing,
discussions or debates on the topic, or practicing skills using technology are among the methods
of enhancing communication skills [3,4,5]. As a result, teachers play an important role in
encouraging all students to express themselves through different styles, encouraging logical
reasoning, boldness, and contentious thought. In addition, research has shown that storytelling is
also another effective way to develop students ' communication skills [6,7].
The use of storytelling in teaching philology at the school as well as foreign languages is
effective in developing students ' communication skills. In modern times, the method of
storytelling is significantly popular, mainly among adolescents, in expressing an attitude of
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influence on society [8,9,10]. The science of developing communication skills is to convey ideas
to others or use the method of storytelling in explaining them in clear and fluent language at the
art level. Readers develop communication skills in practice by mastering independent narrative
creation and using perceptual processes in developing, editing media products, composing
meaningful and useful narrative content [11]. Creating a meaningful story encourages students to
use technology in developing language skills, interacting with others, understanding the meaning
of a message, ordering, producing, and disseminating a logical sequence. These skills are all
elements of effective communication in the present.
Storytelling is a manifestation of communication. Especially relevant today is how the story is
told to attract attention. Digital technology capabilities are used to provide impressive media
through the digital storytelling process. According to Maddin (2011), digital storytelling is the
art of making a short film about a particular subject using a variety of digital multimedia tools
such as text, pictures, audio stories, sound, video, and music. Digital storytelling is an interesting
activity for readers who want to improve communication skills and communicate ideas through
stories. This activity uses technology-based storytelling techniques to allow messages to be
conveyed through a variety of multimedia tools. The process of creating digital stories helps
students develop their creative ability, technological literacy, and communication skills. At the
same time, they will be able to understand the topics more deeply and effectively share it with
others.
Digital storytelling is a teaching method that helps students develop their foreign language skills,
especially in classes, to improve their communication skills in a foreign language. Del-Moral-
Pérez et al (2019) have researched the importance of digital storytelling in developing
communication skills for elementary school students. He found in his study that digital
storytelling is an educational practice that significantly improves students ' expressive and
communicative abilities. Developing students ' speaking skills is about creating a suitable
environment for mastering skills and abilities related to stories[12].
Although, according to research, digital storytelling is largely used to improve foreign language
learning, there is very little research on improving communication in Uzbek. Therefore, it is also
necessary to pay attention to how students in schools improve their communication skills in the
Uzbek language and provide interesting stories. Let's consider the difficulties of creating a
quality educational environment for students, the management of learning using metacognitive
strategies not only in foreign languages, but also in the native language. In fact, metacognitive
strategies allow students to plan their work, set specific goals when completing assignments, and
improve their abilities.
According to Dunlosky et al (2013), effective learning is related to learning conditions; teachers
use materials, methods, strategies, evaluation criteria, and techniques to encourage student
participation as well as to design learning activities. According to Harris (2019), methods,
techniques and strategies to achieve learning goals confirm that they are useful in developing
training plans. Therefore, teachers are obliged to prepare teaching methods that allow students to
plan, manage and monitor their work, work with high potential and become the driving force for
them to become more productive. Thus, in this study, different levels of students are interested in
systematically examining the thought process to improve their mastery in the learning process.
Metacognition is usually described as a thought process [13] or a person's ability to understand
their own thought processes, knowledge and thinking, and how to achieve their goals [14].
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Metacognition is a strategy that studies how students try to understand concepts through their
perception of themselves during a period of planning, observing, and evaluating the learning
process [15]. According to Sukarno and El Widdah (2020), it is metacognitive processes for
students to control and control their learning processes, overcoming psychological barriers
associated with certain situations and problem situations.
From the research of researchers, it is understood that metacognition is a very important and
necessary element of the communication process for successful learning. Puryanto et al (2021)
studied the effects of metacognition on improving writing skills. The study found that
metacognition plays an important role in increasing student flexibility, mental and mental
training, and faster data acquisition. In addition, students seek to set goals in better understanding
their learned information and overcoming learning challenges. Also, Amir et al (2021) found that
methocognitive strategy helps in increasing resilience to challenges faced in learning
mathematics. This study has been found to improve perception and thought through
meacognitive strategy in solving complex problems, as well as helping to endure problems and
overcome frustration in the learning process.
This study complements the connection in integrating numerical storytelling and metacognitive
strategies in learning processes with empirical evidence. As a result, a review of related research
raises an important question: if a mechanism is developed to help students plan and manage the
workflow in the process of telling a story, How does it affect our communication skills? Through
this research, the aim is to develop communication skills in digital storytelling. The proposed
learning model is designed to compare and identify expectations when telling a story to test and
improve differences in students ' communication skills by including metacognitive strategies.
The creators of the digital story were checked according to five relevant communication skills:
listening, speaking, reading, writing and presentation.
Questions in the continuation of the study were answered:
1. What are the branches and elements of divination from short story telling and metacognitive
strategy in the process of reading?
2. How does the model of telling a short story in reading processes and using metacognitive
strategies improve reading processes?
30 undergraduate students enrolled in a storytelling course for information professionals at
Valailak university, a participant in this study, were asked to participate in the experiment, to
which ethics was approved.
METHODOLOGY
When designing this study , a group of pre-test/post-test decays using the quasi-experimental
(quasi-experimental) method was applied: E1XE2, where E1 stands for pre-test, X stands for
expiremental approach, E2 stands for post-test.
The study involved 37 students of the Abdulla Oripov School of creativity. In accordance with
the rules of ethics, they were asked to participate in the experiment.
This study used tools consisting of pre-test/post-test and self-assessment questions to collect data.
When applying the metacognitive skills use model in digital storytelling, a pre-/post-test tool was
used by the teacher to assess students ' communication skills through assignments, as well as a
self-assessment questionnaire before and after the experiment. The assessment tools and
questionnaires used in the experiment were compiled in collaboration with the experienced,
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higher taoifali teachers of the school. Compliance with educational standards has been
investigated in structural reliability training programs.
This study used the following methods to collect data:
1. By confirming that science teachers are fit for the science program from metacognitive
abilities in digital storytelling.
2. A pre-/post-test has been developed by science teachers when evaluating students '
communication skills through assignment when applying a fascination model from
metacognitive skills in digital storytelling.
3. The self-assessment questionnaire was given to students before and after the experimental
process.
The process consists of several stages. At the initial stage, the demographic and academic
characteristics of the students were collected. In the Pre-test processes, students performed the
listening, writing, speaking, and presentation assignments consecutively. They were not briefed
on strategies for telling a metacognitive story. Students were given time to complete the
assignments given as well as to prepare. And when each topshriq was completed, a survey was
given to assess their skills. Each assignment was evaluated by a teacher.
In the second phase, students were taught the tone of using metacognitive strategies in digital
storytelling. Then, the students again completed the tasks of listening, writing, speaking, reading,
and presenting successively. Each assignment was given another week to complete. Each of the
tasks completed by the students was evaluated by the teacher. At the end of the experiment, a
self-assessment questionnaire was presented again with the aim of identifying possible changes
in students ' views.
Quantitative data analysis for single-variable (univariate) and multivariate (multivariate)
normality has been investigated by statistical testing to ensure that all variables meet normal
distribution requirements. Statistical tests of bias (skewness) and peak (kurtosis) have shown that
values ranging from -2.0 to +2.0 for all variables meet standard distribution criteria. To
determine the significant differences in the effects of the metacognitive ability use model in
numerical storytelling over time, a one-way, repeated-dimensional multivariate variant analysis
was performed using student outcome analysis.
Research results were used to answer the following two questions:
1. What are the stages and elements in the learning process, using numerical storytelling and
metacognitive strategies?
2. How does the learning process model improve communication skills by using digital
storytelling and metacognitive strategies?
RESULT AND DISCUSSION
The use of metacognitive strategies in digital storytelling brings to the surface the need to review
literature reviews to determine which learning model steps to use. It can be concluded from
reviews of literature related to the process that digital storytelling consists of ten stages
[16,17,18,19]. They are as follows:
a) creating story ideas (developing basic ideas for the story);
b) schematization of the idea of the story (planning the main components of the story);
c) Research/research(collection and analysis of information on the subject of the story;
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d) screenwriting (writing text for Story;
e) create Storyboard(plan the story visually;
f) collect Media materials(collect multimedia materials for the story;
g) production (story creation process);
h) revise (revise to refine the story;
I) evaluation (story evaluation process);
j) share the story (share the finished story with others).
1-rasm
MODEL OF THE USE OF METACOGNITIVE STRATEGIES IN DIGITAL
STORYTELLING
The model of using metacognitive strategy in digital storytelling involving these stages helps to
enhance students ' communication skills and effectively manage their learning process.
We include metacognitive strategies in the learning activities in the approved curriculum, which
encourages students to plan and evaluate their thoughts systematically. These strategies include
questioning, writing notes, self-assessment, review, rescheduling, and rubric-based assessment,
as shown in Figure 1.
We use the Pillai trace, multivariate statistical analysis test for the results of one-way repeated
multivariate difference analysis on the evaluation of communication skills before and after the
use of metacognitive strategies in numerical storytelling.
1-jadval
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Pillai’s trace F
df
Error df
p
Time
0,97
168,06
5
25
<0,001*
Note: Pillai track (Pillai's trace) is used to distinguish between independent variables (schools,
groups) in related variables (academic assessments from subjects).
p<0,001
Table 2
The results of a descriptive analysis of the listening, speaking, reading, writing and
presentation skills of the participants
Muloqot
ko‘nikmalari
Oldin/keyin n
O‘rtacha Minimum MaksimumStandart
og‘ish
Tinglash
ko‘nikmasi
Oldin test
37
7,63
6,00
9,00
0,75
Keyin test
37
8,74
7,75
10,00
0,64
Gapirish
ko‘nikmasi
Oldin test
37
14,47
12,50
17,00
1,41
Keyin test
37
17,33
15,25
19,50
1,07
O‘qish ko‘nikmasi Oldin test
37
10,74
9,00
11,83
0,75
Keyin test
37
13,21
12,00
14,75
0,90
Yozish ko‘nikmasi Oldin test
37
13,90
11,00
15,50
1,30
Keyin test
37
17,18
14,00
19,25
1,30
Taqdimot
ko‘nikmasi
37
13,85
11,00
17,00
1,34
Keyin test
37
17,18
15,00
19,75
1,17
The practicality and application of the model of using metacognitive strategies in digital
storytelling with polarization of the research results and its impact on the development of
communication skills have been studied.
We were able to assess the effectiveness of the model of using metacognitive strategies in digital
storytelling by requiring readers to complete tasks at each of their stages of the digital
storytelling process. Digital story video clips created by all readers are the final product. Pre-
/post-test scores were compared on set tasks to determine the establishment of the model of the
use of metacognitive strategy in digital storytelling to the development of communication skills.
The effect of students on listening, speaking, reading, writing, and presentation skills was
compared using multivariate repeat measurement analysis. Pre-/post-test results on each skill
showed statistical significance, Pillai traces=0.97, F(5.25)=168.6, p<0.001, as shown in Table 1.
The average score, minimum score, maximum score and standard deviations were adjusted in
Table 2.
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As shown in Table 2, The Five Communication skills are evaluated by comparing statistically
significant differences in pre-/post-test scores. Teachers defined a variety of exercises to assess
students ' communication skills after applying metacognitive strategies to the learning process. A
multi-variable detection test was performed to individually measure participants ' listening,
speaking, reading, writing, and presentation skills.
3-rasm
Students in pre/post-test results from 5 skills
mean difference.
The use of metacognitive strategies in the curriculum has had a positive impact on student skills.
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Although it takes longer to familiarize yourself with these strategies, practice for a long time and
apply them in classes, it retains its importance. By applying these strategies to the teaching of all
subjects, the possibility of quality education from the subjects increases, and also requires
teachers to work on themselves, dedication and creativity.
To determine the difficulty level of texts in a textbook, readers must combine their previous
knowledge and newly acquired information and identify the basic ideas of texts, since the digital
narrative process emphasizes communicating the story based on the reader's own opinion and
experience rather than a documentary presentation. As a result, reading comprehension, reading
conclusions, selection of suitable sources of information, and the application of metacognitive
strategies included in this model may not be able to improve all students ' abilities at once.
However, their reading ability improves as readers practice interpreting the basic ideas of the text,
clear and hidden information, the ability to find links and understand the text.
CONCLUSIONS AND SUGGESTIONS
Based on the data and analysis obtained, it can be concluded that teachers and students noted that
writing skills are a developed communication skill within five skills. Metacognitive strategies
selected for classes (Q & A, note-writing, self-assessment, commentary, rescheduling, and
rubric-assisted assessment) help develop students ' communication skills by telling a digital story.
It has been noted that there is little development of reading skills according to the results of
studies, it is recommended to use various strategies and inspirational exercises to improve this
skill. The use of critical thinking in the development of reading skills helps students create a link
between existing and new information and summarize their basic concepts of the text. The use of
metacognitive strategies in monitoring their activities, regulating their results, and coordinating
cognitive processes is important in establishing continuous learning, as well as having a positive
effect on improving students ' metacognitive abilities.
In teaching subjects, the teacher indicates that the student can adapt metacognitive strategies to
achieve the intended results. Because, metacognitive Strategies teach students to control what
needs to be learned, what problems arise in the learning process and how to solve them, focusing
learning methods on solving problems – which helps in mastering metacognitive strategies as
well as developing metacognitive abilities. The model of using metacognitive skills in digital
Hokies statement involves reviewing and rescheduling to effectively control the learning process.
Rubrics serve as a guide to ensure that all stages are performed correctly and efficiently when
evaluating a story's final product. The use of this model is an effective means of visualizing
milestones, elements and teaching strategies for teaching and developing communication skills.
There is a need to continue future research plans with a tracking system that develops students '
communication skills. To develop metacognitive abilities, the task is to find a way to measure
levels or approach them within the model of studying future research. The use of metacognitive
strategies in classes increases student academic success is being found in experimental research.
In the preparation of specialists suitable for the time requirement, the need is felt to add
metacognitiveness in the reading process and in the teaching stages in order to develop the
abilities of students.
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