Enhancing English Vocabulary and Reading Skills through Digital Storytelling Method

Abstract

The aim of this study is to investigate the impact of the digital storytelling method on the development of vocabulary and reading skills among students at an English preparatory school in Türkiye. This study utilized an experimental design with a pre-test post-test control group and employed both quantitative and qualitative data collection methods leading to a mixed-method study. An achievement test was used to measure vocabulary and reading skills and semi-structured interviews were conducted to collect student views. Paired samples and independent samples t-tests were used to analyze the quantitative data, while content analysis was used to analyze the qualitative data. The results indicated a significant difference in vocabulary and reading skills development in favor of the experimental group. The students in the experimental group expressed satisfaction with the process, noting its usefulness in promoting active use of English language skills and the efficacy of Google and Microsoft tools for digital story creation, file sharing, and communication. They also found the application innovative and attractive and suggested its use as an alternative assessment to traditional exams. Based on these results, digital storytelling can be considered an effective tool for improving vocabulary and reading skills and promoting language competencies among students.