Infusing multimodal tools and digital storytelling in developing vocabulary and intercultural communicative awareness of young EFL learners

Abstract

This paper outlines the process of introducing a pilot EFL (English as a Foreign Language) project to 16, 5th graders in a Greek primary school. A multimodal learning environment was created so that learners could engage in a digital storytelling process. Both qualitative and quantitative data were collected (pre/post test, teacher/researcher’s journal, semi-structured interviews with students). The effectiveness and applicability of the intervention on learners’ vocabulary and intercultural understanding were examined. The results indicated the positive effects of the project on learners’ communicative competence. Among the learning gains were the acquisition of topic-related vocabulary, the development of collaborative skills, as well as gains regarding intercultural understanding and digital literacy. Additionally, both teacher and learners’ assumptions lead to the conclusion of an exciting learning experience, indicating that language learning was a motivating and intriguing process.