Digital Storytelling and EFL Vocabulary Growth

Abstract

This study examined whether integrating digital storytelling could expand the vocabulary size of A1-level EFL learners at Intensive Languages Learning Center. Learners had difficulty finding and using appropriate words in communication, and the study explored whether a story-based multimedia approach could provide a more effective instructional alternative. The study used a single-site, one-group quasi-experimental mixed-methods design with 18 participants. Three sequential phases were followed: exploration, experiment, and post-experiment. The exploratory phase involved classroom observations, a diagnostic test, a focus group, and informal discussions. The experimental phase included a pre-test, a five-week digital storytelling treatment using five selected stories, and a post-test. A satisfaction questionnaire was administered after the treatment. Quantitative data were analyzed in SPSS version 27; qualitative data were examined through document analysis.

Post-test scores exceeded pre-test scores. The post-test mean was higher than the pre-test mean, and a one-sample t-test indicated a statistically significant difference (p = .000 < 0.05). Learner feedback was consistently positive: digital storytelling was rated as comprehensible, helpful for vocabulary development, enjoyable, and satisfying. The learner profile at baseline showed elementary proficiency, moderate vocabulary knowledge, medium anxiety, moderate motivation, and a strong visual learning preference. Results show that Digital storytelling supported measurable vocabulary gains and positive learner engagement in this EFL context. The findings suggest it is a workable instructional option for beginning-level vocabulary teaching.