The role of digital stories in developing reading comprehension skills from the perspective of Arabic language teachers in elementary stage in Jordan

This study aimed to investigate the role of digital stories in developing reading comprehension skills from the perspective of Arabic language teachers in primary schools in Jordan. A descriptive survey method was utilized. The sample consisted of 183 male and female teachers in primary schools, selected randomly. The study employed a questionnaire as a data collection tool, focusing on measuring the level of awareness among teachers regarding the role of digital stories in developing reading comprehension skills. The study found that the responses of the sample regarding the level of awareness among Arabic language teachers in primary schools in Jordan regarding the development of reading comprehension skills through digital stories were high. Additionally, statistically significant differences were found related to the variable of educational qualification (diploma, bachelor’s degree, higher diploma, postgraduate studies), with differences in favor of bachelor’s degree, higher diploma, and postgraduate studies. The study also found statistically significant differences related to years of experience (1-5, 6-10, 11-15), with differences in favor of experience ranging from 11-15 years. Regarding the variable of school type (public, private), the results showed no statistically significant differences. However, statistically significant differences were found related to gender (male, female), with differences in favor of males. The study concluded with several recommendations.