The Effect of Digital Storytelling on Learners' Receptive and Productive Vocabulary Knowledge

Abstract

This study aimed to assess the impact of digital storytelling on learners' receptive and productive vocabulary knowledge. For this purpose, 48 participants with intermediate English proficiency were divided into two equal groups: control and experimental. After conducting the pretest, implementing the treatment for the experimental group, and administering the post-test, the results indicated progress in both groups. However, the experimental group performed significantly better than the control group. In addition, the analysis of the experimental group's scores in the post-test revealed that digital storytelling helped learners perform better on productive words than on receptive ones. The findings could be beneficial for the instructors, institutions, and learners.