This research aimed to study the impacts of using digital tools and storytelling on Thai EFL pre-service teachers’ pronunciation ability. The research employed a mixed-methods design to gather qualitative and quantitative data. To investigate the effectiveness of the instruction, integrating digital tools and storytelling on pronunciation, a pre-experimental one-group pretest-posttest design was conducted with 34 EFL pre-service teachers at a public university in the lower north of Thailand for eight weeks. The research instruments comprised 1) lesson plans, using digital tools and storytelling to enhance pronunciation ability, 2) pre- and post-tests on testing pronunciation ability, 3) learning logs, and 4) an attitude questionnaire. The statistical measurements included means, standard deviation, percentage, and a dependent t-test. In terms of qualitative analysis, the coding and thematic analysis methods were adopted to analyse the data. The findings revealed that the post-test average scores of the Thai EFL pre-service teachers’ pronunciation ability were higher than the pre-test (p < 0.05). The average attitude level of the pre-service teachers towards the instruction using digital tools and storytelling to enhance pronunciation ability was at the strongly agree level, with a mean score of 4.52, indicating that they perceived the instruction as having a positive impact. For the qualitative findings, the impacts found were 1) phonological awareness, 2) confidence increases, 3) positive learning motivation, 4) pronunciation improvement, 5) pronunciation teaching application, and 6) self-directed learning.

Keywords: digital tools; storytelling; pronunciation ability; feedback

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