BİR ÖĞRETİM ARACI OLARAK DİJİTAL HİKAYE ANLATIMI: KELİME BİLGİSİ, OKUDUĞUNU ANLAMA VE ÖĞRENCİ TUTUMLARI

Öz

The current study explores how digital storytelling (DST) as a teaching aid affects young English as a Foreign Language (EFL) learners’ vocabulary acquisition, reading comprehension, and attitudes toward learning English. Conducted with 60 fifth-grade students at a state secondary school in Türkiye, this study employed a quasi-experimental research design with pre-and post-tests. The experimental group was instructed through DST for four weeks, while the control group studied the same stories through traditional storytelling with flashcards. Data collection tools involved a validated vocabulary test and an attitude scale employed as a pre- and post-test, and two reading comprehension tests. The findings revealed that DST significantly enhanced vocabulary acquisition and fostered positive attitudes toward learning English. However, no statistically significant effect was observed on reading comprehension between the treatment and the control group, potentially due to the short duration of the intervention. These results highlight the potential of DST to enrich EFL instruction in resource-constrained environments, particularly in promoting vocabulary learning and positive learner attitudes. The study reveals the prominence of extended exposure for further research to disclose the long-term ramifications of DST on reading comprehension and other language skills for educators, and investment in teacher training and technological infrastructure for policymakers.

Anahtar Kelimeler

• dijital hikaye anlatımı
• tutum
• okuduğunu anlama
• İngilizce'yi yabancı dil olarak öğrenen gençler
• kelime öğrenimi

DIGITAL STORYTELLING AS AN INSTRUCTIONAL TOOL: VOCABULARY LEARNING, READING COMPREHENSION, AND LEARNER ATTITUDES

Abstract

The current study explores how digital storytelling (DST) as a teaching aid affects young English as a Foreign Language (EFL) learners’ vocabulary acquisition, reading comprehension, and attitudes toward learning English. Conducted with 60 fifth-grade students at a state secondary school in Türkiye, this study employed a quasi-experimental research design with pre-and post-tests. The experimental group was instructed through DST for four weeks, while the control group studied the same stories through traditional storytelling with flashcards. Data collection tools involved a validated vocabulary test and an attitude scale employed as a pre- and post-test, and two reading comprehension tests. The findings revealed that DST significantly enhanced vocabulary acquisition and fostered positive attitudes toward learning English. However, no statistically significant effect was observed on reading comprehension between the treatment and the control group, potentially due to the short duration of the intervention. These results highlight the potential of DST to enrich EFL instruction in resource-constrained environments, particularly in promoting vocabulary learning and positive learner attitudes. The study reveals the prominence of extended exposure for further research to disclose the long-term ramifications of DST on reading comprehension and other language skills for educators, and investment in teacher training and technological infrastructure for policymakers.

Keywords

• digital storytelling
• attitude
• reading comprehension
• young EFL learners
• vocabulary learning

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