The Effect of Digital Storytelling on English Vocabulary Learning in Inclusive and Diverse Education

Abstract

Despite a rich body of research on digital storytelling within language education, studies focusing on its effects from an inclusive perspective remain scarce. This paper addresses the gap by exploring the impact of digital storytelling on vocabulary learning through an inclusive and diverse lens. It aims to fill this gap by pursuing three primary objectives: (1) examining pre-service teachers' prior knowledge of digital storytelling usage, (2) evaluating teacher candidates' digital skills in creating collaborative digital stories from an inclusive viewpoint, and (3) measuring the effect of using these inclusive digital stories on vocabulary learning among children aged 8-10. Employing a mixed-methods research design based on convenience sampling, the study involved 62 second-year college students from a teacher education program and 112 primary education children aged 8-10. The teacher candidates were first introduced to the benefits and limitations of digital storytelling in EFL contexts, followed by the creation of 12 digital stories reflecting an inclusive perspective, which were later implemented with the children. Quantitative and qualitative data were gathered through pre-post-tests, questionnaires, and class discussion, and analyzed using SPSS for quantitative analysis and QDA Miner for qualitative analysis. The findings revealed that teacher candidates exhibited proficient digital and critical thinking skills necessary for creating effective digital stories. The results showed a positive impact on vocabulary learning related to inclusive and diverse education among children, contributing to the understanding of digital storytelling's role in enhancing vocabulary acquisition and supporting the integration of inclusive digital narratives in language education.