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

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.