Digital Storytelling and EFL Learners` Vocabulary Knowledge Development

Abstract
Digital storytelling (DST) has been proven to be an effective technology-driven approach in enhancing learning outcomes, from writing skills to critical thinking, in various contexts. However, its effectiveness and widespread implementation in EFL contexts—particularly in developing countries—require further investigation. This mixed-methods study aimed to fill this gap by examining the short- and long-term effects of DST tasks on the receptive and productive vocabulary knowledge of EFL learners. The quantitative section utilized a pre-test, post-test, and delayed post-test design to assess vocabulary acquisition, and semi-structured interviews explored participants’ perceptions of DST qualitatively. In this quasi-experimental study, 125 participants were assigned to either an experimental group (n=53) or a control group (n=72). After pre-testing and homogenization, the experimental group created digital stories, while the control group was taught the words using conventional methods without any extra out-of-class activities. Post-test results revealed a significant improvement in both receptive and productive vocabulary knowledge for the experimental group. The delayed post-test further confirmed the long-term retention of vocabulary. Interviews highlighted participants’ enthusiasm for DST, noting its benefits not only for vocabulary learning but also for writing, listening comprehension, and pronunciation— despite the challenges encountered during task execution. The findings advocate for integrating DST into EFL instruction, as it enhances learning outcomes and engages learners.