Improving Middle-School Students' English Vocabulary Via Digital Storytelling

Abstract

This study explores middle-school students' perceptions of using digital storytelling to enhance English vocabulary acquisition. A focus group methodology engaged 30 out of 136 female second-grade students, representing 22% of the community. Content analysis, following Merriam's (2015) steps, revealed two main categories: using digital stories for vocabulary acquisition and their effectiveness in improving language skills. Participants found digital storytelling enjoyable and memorable, with visual images aiding vocabulary retention and word comprehension. It also improved dictionary usage. The study concludes that digital storytelling enhances vocabulary, language proficiency, and grammatical understanding. Practical implications include integrating digital storytelling into English teaching for better vocabulary learning, providing clear context in stories, and including dictionary-related tasks for an engaging language learning experience. These insights contribute to the growing body of research supporting the value of digital storytelling in educational contexts. Based on the study, a key recommendation is to integrate digital storytelling into English language teaching with a focus on providing clear context within digital stories. This promises to enhance the language learning experience for middle school students seeking to improve their English vocabulary and language skills.

Received: 09 August 2023 / Accepted: 22 September 2023 / Published: 5 November 2023