Author

Digital Storytelling as a Pedagogical Tool: Assessing the Impact on Vocabulary Acquisition in Pakistani Multilingual ELT Classrooms

Introduction

Digital storytelling as a pedagogical tool: assessing the impact on vocabulary acquisition in pakistani multilingual elt classrooms. Explore digital storytelling's impact on vocabulary acquisition in Pakistani multilingual ESL classrooms. This study assesses DST-driven ELT effectiveness, retention, and engagement for ESL learners.

Abstract

The present study aims to investigate the effectiveness of digital storytelling in enhancing vocabulary acquisition among multilingual undergraduate ESL learners in Pakistan. Digital Storytelling has gained recognition in English language teaching, yet its potential in resource-limited contexts like Pakistan remains underexplored. Existing research largely emphasizes communicative competence and motivation, overlooking empirical evidence on vocabulary retention. This study bridges this gap by investigating the effectiveness of DST-driven ELT practices in enhancing vocabulary retention. Quantitative data was collected using an experimental research design, 60 students are divided into two groups: control group receiving traditional instruction and experimental group engaging with DST-based learning. Over eight weeks, pre- and post-tests measure learning outcomes, analyzed through statistical methods such as mean, median, and t-tests. Grounded in the Multiliteracies framework, Constructivist learning theory, Social learning theory, and Cognitive load theory, the study supports a multimodal, experiential approach to ELT. It anticipates that DST will facilitate the implicit acquisition of vocabulary items through contextualized learning, leading to improved retention and engagement. Findings contribute to language teaching methodologies, curriculum development, and teacher education programs, advocating DST as a learner-centered pedagogical tool. By integrating DST into ELT, this study provides a more inclusive and interactive learning experience, particularly for ESL students struggling with grammar and vocabulary acquisition.

Review

This study presents a timely and highly relevant investigation into the efficacy of digital storytelling (DST) for enhancing vocabulary acquisition among multilingual undergraduate ESL learners in Pakistan. The abstract successfully identifies a critical research gap: the underexplored potential of DST in resource-limited contexts and the specific lack of empirical evidence on its impact on vocabulary retention. The proposed experimental design, involving distinct control and experimental groups, pre- and post-tests, and robust statistical analysis (mean, median, t-tests), demonstrates a clear and methodologically sound approach to quantitative data collection. Furthermore, the strong theoretical grounding, drawing from Multiliteracies, Constructivist, Social Learning, and Cognitive Load theories, provides a comprehensive conceptual framework for understanding the anticipated benefits of DST in promoting multimodal, experiential learning. While the study's aims and methodology are largely well-articulated, some areas could benefit from further detail for enhanced clarity and replicability. A more explicit definition of what constitutes "traditional instruction" in the control group versus the specific parameters of "DST-based learning" in the experimental group would strengthen the distinctiveness and fidelity of the interventions. Additionally, specifying the type of vocabulary targeted (e.g., academic, general service, high-frequency) would provide important context for the expected learning outcomes. Given the participant number of 60, split into two groups, a brief acknowledgement of potential statistical power considerations, though a common challenge in educational research, might be beneficial. Finally, a more precise explanation of how all four theoretical frameworks, particularly Cognitive Load Theory, specifically inform and are managed within the DST intervention for vocabulary acquisition would further enrich the theoretical coherence. Overall, this study holds significant promise for contributing valuable insights to the field of English Language Teaching, particularly within resource-constrained environments. Its focus on leveraging DST as a learner-centered pedagogical tool to facilitate implicit vocabulary acquisition through contextualized, multimodal engagement is highly commendable. The anticipated findings could provide compelling empirical evidence, influencing curriculum development and teacher education programs by advocating for more inclusive and interactive learning experiences for ESL students. By addressing a pertinent gap and proposing a methodologically sound approach, this research has the potential to meaningfully advance our understanding of effective language instruction and champion innovative pedagogical practices in diverse educational settings.

Full Text

Comments

You need to be logged in to post a comment.