Using Digital Storytelling as a Tool to Enhance Vocabulary for Young Learners

Abstract

Digital storytelling (DST) represents an innovative pedagogical approach aimed at enhancing vocabulary acquisition among young learners. This study investigates how effective Digital Storytelling (DST) is in enhancing English vocabulary skills among 32 sixth-grade students at Government Model School in Hyderabad, Telangana State, India. By integrating visual, auditory, and textual elements, DST facilitates a deeper understanding of vocabulary within context, which supports better retention and accessibility. The study employs the VSS (Vocabulary Self-Collection Strategy) serves as an effective tool to promote student involvement and responsibility in vocabulary learning by encouraging learners to actively discover and gather unfamiliar words, The use of DST alongside traditional instruction strategies has been linked to improved academic performance in language learning. A combination of quantitative and qualitative data collection methods is used in this study’s mixed-method approach. Pre- and post-tests were administered to assess vocabulary development, while student feedback was gathered to evaluate engagement and motivation within the classroom setting. In addition, qualitative insights were obtained from teachers regarding their perspectives on the implementation of DST in language instruction. The findings indicate that students not only acquire vocabulary more effectively through DST but also demonstrate improved retention of learned vocabulary over time. This method enhances academic performance while also fostering long-term interest in language learning. The integration of DST into pedagogical practice presents a valuable strategy for improving language acquisition and engagement in the classroom.