Enhancing EFL Learners’ Vocabulary Acquisition Through Digital Storytelling: Effects on Breadth and Depth

Abstract

This paper aims to assess the impact of digital storytelling on enhancing undergraduate students’ vocabulary breadth and depth. For this purpose, 40 Omani intermediate English as a Foreign Language (EFL) learners from a higher education institution were randomly selected and divided into two equal groups: a control group and an experimental group. The Updated Vocabulary Level Test, adapted from Webb et al. (2017), and the Word Associate Test, adapted from Read (1998), were conducted as pretests and posttests. The experimental group created digital stories during the treatment using various multimedia applications. The findings revealed that the experimental group demonstrated significant progress in word acquisition, suggesting a noteworthy expansion in vocabulary range. Furthermore, students demonstrated an improved comprehension and use of these terms, strengthening their lexical expertise. These findings suggested that digital storytelling significantly benefits vocabulary acquisition, underscoring its efficacy as a digital approach for promoting language learning in EFL settings. The results are beneficial for teachers and students.