Comparing traditional and innovative English teaching methods: examining the impact of textbooks and traditional tests on high school language students compared to DST

Recently there has been a need to reconsider how English should be taught since many strategies have been considered inappropriate in present society. However, many students and teachers are conservative about the use of traditional methods in contrast with more innovative ones. In this respect, in this thesis, there will be a comparison of traditional approaches, particularly the Grammar-translation one with Active Learning methodologies. Indeed, the researcher will first provide a literature review of the Grammar-translation methods and traditional assessments; then, innovative strategies will be discussed, and an overview of constructivism, Active Learning methodologies, and alternative evaluating approaches will be provided. Specifically, the thesis will contain a detailed analysis of textbooks and Digital Storytelling (DST) since it aims to investigate through qualitative research, high school language learners’ impressions about the use of textbooks and traditional tests in contrast with the use of DST for both learning and assessing their knowledge. The findings will demonstrate that textbooks are preferred over other tools for learning grammar structures even though they also represent a limitation when developing other skills like communication; on the other hand, DST is thought to be an engaging tool that helps them learn new vocabulary and new aspects of the language in a real context. Regarding the assessment moment, participants affirm feeling under pressure during oral tests and uncomfortable when receiving numerical evaluation; conversely, they consider the use of DST useful for demonstrating their knowledge and the use of formative feedback essential for being aware of mistakes and highlights in their work.