The effect of digital storytelling on learners` receptive and productive vocabulary knowledge

Ali Al Ghaithi; Behnam Behforouz

doi:10.29140/ajal.v8n5.102757

Authors

Ali Al Ghaithi Sohar University, Oman
Behnam Behforouz University of Technology and Applied Sciences, Shinas, Oman; Sohar University, Oman

DOI: https://doi.org/10.29140/ajal.v8n5.102757

Abstract

This study attempted to measure the effect of digital storytelling on learners' receptive and productive vocabulary knowledge. For this purpose, 48 intermediate English proficiency participants were divided into two equal groups: control and experimental. After conducting the reliable pretest, the treatment for the experimental group and the posttest, it was found that both groups showed progress toward the end of the experiment as the results of instructions; however, the experimental group's performance was significantly better than their counterparts in the control group. In addition, the analysis of the experimental group's scores in the posttest showed that digital storytelling helped the learners perform better on productive words than the receptive ones. The findings could be beneficial for the instructors, institutions, and learners.

Keywords: Digital storytelling, receptive, productive, vocabulary knowledge

Keywords: digital storytelling, receptive, productive, vocabulary knowledge

Suggested Citation:

The effect of digital storytelling on learners` receptive and productive vocabulary knowledge. (2025). Australian Journal of Applied Linguistics, 8(5), 102757. https://doi.org/10.29140/ajal.v8n5.102757