QUY NHON UNIVERSITY DAO DUC ANH THE IMPACT OF DIGITAL STORYTELLING ON VIETNAMESE PRIMARY SCHOOL STUDENTS’ ENGLISH VOCABULARY LEARNING MASTER OF ENGLISH LANGUAGE TEACHING Binh Dinh -
INTRODUCTION
Rationale
In recent years, the Vietnamese educational system has made significant strides in introducing English vocabulary to students, starting as early as the later years of primary education However, to ensure that children can learn English vocabulary at a pace comparable to their mother tongue, additional efforts are necessary, particularly in the presentation of teaching materials Traditional methods, such as drill and repetition, have proven inadequate (Richards & Rodgers, 2014) More engaging alternatives like Total Physical Response (TPR) and Communicative Language Teaching (CLT) show promise but can be tedious and challenging for many teachers to implement effectively (Larsen-Freeman, 2000).
As an experienced English teacher working with young children, I understand the challenges of maintaining their physical engagement in the classroom Implementing Total Physical Response (TPR) can be particularly demanding, and traditional methods like drilling and repetition often fail to capture students' attention, leading to decreased enthusiasm Recognizing the need for a more effective approach, I sought alternative solutions that require less effort while still achieving educational goals.
Digital storytelling is an innovative method that utilizes digital tools to create and share narratives, demonstrating significant potential across various fields, particularly in education This approach aligns well with modern, student-centered classrooms and has garnered positive feedback for its effectiveness in enhancing vocabulary retention and usage among learners of all ages, as evidenced by numerous international studies Despite the promising results from countries like Greece, Lebanon, Indonesia, and Malaysia, Vietnam has yet to fully embrace this trend, with limited research conducted on its applicability in English as a Foreign Language (EFL) education The urgent need for further exploration in this area, highlighted by the work of Tham and Thuy (2023), underscores the tremendous benefits that digital storytelling could bring to Vietnam's educational landscape.
As a promoter of digital storytelling’s pedagogical use, I had decided to test and prove its potential myself, and this thesis reports the result of such decision.
Research Aims and Objectives
This research aims to investigate the impact of digital storytelling on the vocabulary retention and use of Vietnamese primary school students at Allan EFL teaching center
To achieve such aims, I set out to fulfill the following objectives:
1 To investigate the impacts of digital storytelling on primary school students’ English vocabulary retention and use
2 To discover primary school students’ perceptions of digital storytelling’s support for their vocabulary retention and use.
Research Questions
I achieved my objectives by seeking answers to the questions below:
1 To what extent does digital storytelling impact on primary school students’ English vocabulary retention and use?
2 What are the primary school students’ perceptions of digital storytelling’s support for their vocabulary retention and use?
Scope of the Study
This research examined the effects of digital storytelling on English vocabulary retention and usage among primary school students Conducted at Allan, an EFL teaching center in Quy Nhon city, the study involved 50 fourth-grade students over a 10-week period Utilizing mixed methods for data collection, the research included pre-tests, post-tests, questionnaires, and interviews The teaching materials were derived from Units 13 to 18 of the Global Success English 4, Book 2, the standard textbook in Vietnam Additionally, the tool Twine was employed to enhance the students' digital storytelling experience.
Significance of the Study
Digital storytelling provides an engaging and interactive way for students to learn and practice English vocabulary, allowing for quicker and more effective retention By incorporating auditory and visual elements, this method enriches the learning experience and supports advancements in English language teaching.
Digital storytelling is a powerful educational tool for primary school teachers, enhancing vocabulary acquisition and other linguistic skills in English It offers students engaging visual and auditory lessons that increase motivation, maintain focus, and improve both the retention and application of vocabulary The findings of this study will serve as a useful resource for researchers in related fields and advocate for the increased use of technology in Vietnamese EFL classrooms, facilitating a quicker and more thorough integration of digital teaching methods.
Organization of the study
The thesis consists of five chapters, namely: Introduction, Literature Review, Methodology, Findings and Discussion, and Conclusion
Chapter one introduces the rationale, aim, objectives, research questions, scope, significance, and organization of the study
Chapter two examines the theoretical literature and prior studies relevant to my research, serving as a foundational basis for my work This analysis led to the identification of a gap that my research seeks to address.
Chapter three details the research methods utilized in this study, beginning with an explanation of the research design and approach It then outlines the research site and participant demographics Following this, the instruments and materials used for data collection and analysis are discussed Lastly, the procedures for collecting and analyzing data are described in detail.
Chapter four presents the findings of the study, starting with an overview of the reliability of the instruments and samples used It includes detailed reports on the results of tests and questionnaires Additionally, an analysis of student interviews is provided to capture their perceptions of digital storytelling, enhancing the understanding of the quantitative data Ultimately, this chapter interprets the impact of digital storytelling on students' vocabulary retention and usage.
Chapter five wraps up the report by summarizing the key findings and interpreting them in the context of previous research It also discusses the implications of these findings, acknowledges the limitations of the study, and encourages future research in this area.
LITERATURE REVIEW
Vocabulary
Vocabulary, as defined by Wehmeier et al (2005), encompasses all the words in a specific language Understanding vocabulary goes beyond knowing definitions; it involves grasping how words interact within the context of the world (Stahl, 2005) This knowledge is crucial, particularly for language learners, as a limited vocabulary can severely hinder their ability to understand and communicate effectively (Nuttall, 1989; Hartfiel et al.).
1985, as cited in Cahyono & Widiati, 2008)
A language's vocabulary is continually evolving, making it impossible for anyone to fully master it, even in their native tongue However, individuals can enhance their vocabulary knowledge throughout their lives Researchers agree that this enhancement occurs through two primary methods: active learning and passive acquisition Active learning involves intentionally seeking knowledge in an organized manner, often with guidance from teachers or parents, where learners are aware of their educational journey In contrast, passive acquisition refers to the unintentional learning that occurs through exposure to information sources Noam Chomsky, a key figure in this area, emphasized the innate nature of language acquisition, significantly influencing modern English teaching methods.
To master a word, it is essential to understand its various dimensions According to Nation (1990), vocabulary encompasses eight key aspects: meaning, written form, spoken form, grammatical behavior, collocation, register, association, and frequency.
Mastering the meaning of a word involves fully understanding its primary, secondary, and contextual meanings (Putnam, 2016) For instance, the word "run" can refer to physical movement, managing a business, or operating a machine A comprehensive grasp of word meanings is essential for effective communication and language comprehension Misunderstanding a word can result in confusion or communication breakdowns, especially if a learner is only aware of a single meaning and misinterprets its use in various contexts.
Mastering written communication requires a strong grasp of spelling and word recognition, as English can feature unpredictable spellings, such as in the words "knight" and "write." Effective written communication is essential for reading, writing, and formal assessments, where poor spelling can lead to misunderstandings and hinder a learner's ability to articulate ideas clearly This mastery is particularly important in academic and professional settings, where clarity and accuracy in writing are crucial for success.
Mastery of spoken language involves understanding how words sound, including their pronunciation, stress patterns, and intonation For example, the word "record" is pronounced differently as a noun (RE-cord) versus a verb (re-CORD) Effective oral communication is essential, as incorrect pronunciation can lead to misunderstandings and hinder comprehension Additionally, proper pronunciation enhances speaking confidence and fluency, while mispronunciations can create awkwardness in conversations (Burns & Seidlhofer, 2019) Moreover, knowing how to manipulate word utterances can help convey hidden meanings, making this skill invaluable for fluent speakers.
Mastering grammatical behaviors involves understanding a word's roles, variants, and interactions within sentence structures For example, the verb "run" can appear as "runs," "running," or "ran," depending on tense and subject This grammatical knowledge enables learners to use words accurately, preventing errors such as "He runs yesterday" instead of "He ran yesterday." By mastering a word's grammatical behavior, learners can communicate more clearly and effectively, enhancing their ability to construct correct and creative sentences in both speech and writing.
Collocations are combinations of words that frequently occur together, such as "make a decision" instead of "do a decision" and "heavy rain" rather than "strong rain" (Lehecka, 2015) These pairings, while not always adhering to strict grammatical rules, are essential for natural language use Mastering collocations enhances a learner's fluency and makes their speech and writing sound more authentic Although it is possible to communicate without understanding collocations, doing so can lead to awkward or unnatural expressions Native speakers instinctively use collocations, and their correct application is indicative of advanced language proficiency, facilitating better integration into real-world communication.
Register refers to the level of formality and appropriateness of word choices in different contexts (Agha, 1999) Certain words are suitable for formal settings, such as "commence" instead of "start," while others, like "kid" for "child," are more casual Contexts like academic, professional, or social environments require different vocabulary Understanding the register of words is essential for effective communication, as misusing it can lead to appearing out of place, rude, or overly formal For instance, using formal language in casual conversations can seem pretentious, while slang in job interviews may come off as inappropriate Mastering register enables learners to adjust their language according to various situations and audiences.
Mastering word associations, including synonyms and antonyms, is essential for expanding vocabulary and enhancing comprehension of word relationships Understanding related words enables learners to grasp complex texts more effectively and select the most suitable terms for various contexts For instance, knowing words like "happy" and "joyful" enriches expression, while recognizing antonyms such as "hot" and "cold" simplifies the identification of contradictions Additionally, these associations contribute to the development of advanced language skills, particularly in reading comprehension and writing.
Frequency refers to the regularity with which words are used in everyday language High-frequency words, such as "the," "is," "you," and "water," are commonly encountered by learners, while low-frequency words, like "hypothesis" and "rhetoric," are more specialized and less frequently used in daily conversations.
For beginners and intermediate learners, focusing on high-frequency words is vital for effective communication By mastering these common words, learners can quickly develop functional language skills for everyday interactions As they progress, exposure to less frequent words becomes necessary to improve comprehension of specialized texts and topics Understanding word frequency allows learners to prioritize their studies, facilitating more efficient language acquisition (Vilkaite-Lozdiene & Schmitt, 2019).
Mastering vocabulary knowledge is essential for language learners to attain fluency and competence A comprehensive understanding of vocabulary enhances skills in speaking, writing, and comprehension It goes beyond merely knowing a word's meaning; it involves grasping its usage in different contexts This foundational knowledge enables effective communication, empowering learners to engage confidently in both casual and formal or academic settings.
Teaching vocabulary, as defined by Furneaux (1999), involves the careful selection and presentation of words to learners Although vocabulary instruction plays a crucial role in language acquisition, it was historically deemed unimportant, with concerns that excessive vocabulary could hinder students' progress During the era of the Audio-lingual Method (ALM), educators prioritized phonological and grammatical structures over vocabulary development, resulting in students being limited to constructing sentences with only basic words.
Despite the long-standing neglect of vocabulary teaching, a shift began in the 1980s when textbooks and language programs started to emphasize its importance, largely influenced by Nation (2002), who advocated for a structured approach to vocabulary instruction This led to a surge of research highlighting effective vocabulary teaching methods aimed at enhancing retention and usage Among the most recognized methods today are Total Physical Response (TPR), introduced by Asher in 1977, and Communicative Language Teaching (CLT) While TPR emphasizes the synergy between physical actions and verbal communication, CLT prioritizes the authenticity of teaching materials and contexts Both approaches leverage real-life interactions, making them effective and engaging strategies for vocabulary instruction.
Digital Storytelling
Digital storytelling harnesses digital technologies to craft, share, and present narratives This innovative approach blends various forms of digital media, such as text, images, audio narration, music, and video, to create engaging stories.
2016, p.18) These multimedia tools, through the means of computer software, are utilized to make the story as attractive, engaging, and memorable as possible
Digital storytelling emerged in the 1980s as part of the community arts movement, offering a fresh take on traditional storytelling through brief, narrated films This innovative approach was pioneered at the Centre of Digital Storytelling (CDS) in Berkeley, California, where amateur media producers participated in workshops Participants shared personal images and life experiences, crafted scripts, and produced short, identity-focused films lasting two to three minutes Story circles and trained facilitators played a crucial role in guiding the storytelling process, often leading to poignant narratives, such as those created by undocumented migrants in Ireland to share their immigration experiences.
Throughout its recent yet rapid development, digital storytelling has been delivered through many different forms, including video storytelling, podcasting, interactive storytelling, social media storytelling and gamification
I shall go through these forms of digital storytelling and provide examples for each of them as followed:
Video storytelling is the leading form of digital storytelling, encompassing various styles like documentary, animation, and live action Utilizing video effectively conveys powerful and emotional narratives, enhancing viewer engagement A notable example is the YouTube channel “Great Big Story,” which, since its launch in October 2015, has showcased documentary-style videos highlighting diverse people and places globally.
Podcasting has emerged as a widely embraced medium for sharing stories and information via audio, encompassing a vast array of topics such as science, storytelling, and comedy These audio programs can be either scripted or spontaneous, ranging from serious discussions to lighthearted entertainment A notable example of a successful podcast is “This American Life,” which first aired on public radio.
November 17, 1995), which has been telling human-interest stories for more than 20 years
Interactive storytelling allows users to actively engage with narratives, making choices that influence different outcomes This innovative form of digital storytelling includes real-time interactions with content A notable example of this is the fiction podcast “The Black Tapes.”
(first aired on May 21, 2015), where listeners participate in solving a supernatural mystery
Social media platforms like Twitter, Instagram, and Snapchat offer unique opportunities for storytelling through engaging and concise content Users can share captivating photos or videos accompanied by captions that effectively convey a narrative, making storytelling accessible and relatable.
“Humans of New York” (started in November 2010), a popular Instagram account, shares stories of people living in New York City, accompanied by a photo of each subject
Gamification leverages game mechanics to enhance storytelling and information delivery, particularly evident in educational and role-playing games A prime example is the "Assassin's Creed" franchise, launched in 2007, which creatively employs historical contexts to narrate tales of conflict and intrigue.
In selecting the most suitable implementation method for my study, I drew upon my prior knowledge of various formats I found that video storytelling and podcasting lack interactivity, which may disengage students Conversely, gamification and social media could lead to overstimulation, distracting them from the primary learning objectives Ultimately, I determined that interactive storytelling is the best choice, as it effectively captures students' attention and fosters a desire for exploration while maintaining a focus on knowledge rather than just appealing visuals.
Twine as a Promising Tool for Digital Storytelling Implementation 16
Digital storytelling leverages various digital resources, including videos, GIFs, images, and audio, to enhance learning experiences While many Vietnamese English teachers commonly use Microsoft PowerPoint for this purpose, its primary focus on presentations limits student interaction with the materials Consequently, there is a need for more effective alternatives, and I believe I have discovered a promising solution.
Twine is an open-source tool designed for creating interactive, non-linear stories and games, featuring a user-friendly interface that requires minimal programming skills, making it accessible for beginners This free tool allows users to create interconnected story nodes, enhancing the learning experience by engaging students in a fun and interactive way Twine serves as an effective multimedia resource for English learning, enabling students to practice writing, vocabulary, and grammar while exploring various scenarios that foster critical thinking and problem-solving skills.
2023) Twine can also be used for collaborative projects, where students can work together to create a shared story or game
Twine offers a significant advantage over presentation-focused tools like PowerPoint by enhancing digital storytelling through its interactive multiple-choice format, allowing for tailored outcomes This immersive experience enables students to explore a world of possibilities, facilitating deeper learning as they can revisit and replay the same narrative to reinforce their understanding.
With all the reasons above, I had decided to choose Twine as a central tool for my study.
Related Studies
2.4.1 Digital Storytelling in EFL Education
Digital storytelling is making significant strides across various fields, and education is no exception Researchers are increasingly recognizing its educational potential, highlighting how this method aligns well with the demands of contemporary learning Notable advocates of digital storytelling in education include Robin (2008) and Ohler, who emphasize its effectiveness and relevance in modern teaching practices.
Digital storytelling offers significant educational benefits, as highlighted by Robin (2008) It enhances student motivation and engagement through visually appealing presentations that incorporate videos and images, making vocabulary acquisition more enjoyable and effective Additionally, the process of creating digital stories fosters critical thinking and creative expression among students When implemented as group projects, digital storytelling encourages collaboration and communication skills Furthermore, its compatibility with modern devices positions digital storytelling as a vital tool for developing technology literacy in students.
Ohler (2006, 2008) emphasized the significant advantages of digital storytelling in EFL learning, highlighting its role in promoting active learning that aligns with the student-centered classroom trend This approach allows teachers to facilitate students' initiative in their learning journey Additionally, digital storytelling can be personalized to accommodate various learning styles, supporting Gardner's (1983) multiple intelligences theory, which suggests that individuals possess different types of abilities, with one typically being more dominant Ohler argued that the customizable aspects of digital storytelling can enhance students' dominant abilities while also nurturing their less dominant skills.
2.4.2 Digital Storytelling in English Vocabulary Teaching
Despite numerous theories surrounding the potential of digital storytelling, only empirical studies can validate these claims This article reviews three research reports that examine the effectiveness of digital storytelling as a method for teaching vocabulary.
A study by Tsalgini (2019) in Thessaloniki, Greece, involving 33 fifth-grade students, examined the impact of digital storytelling using the digital version of "The Little Prince" on vocabulary acquisition The research compared an experimental group engaged with digital storytelling to a control group experiencing traditional storytelling Results indicated that while both methods positively affected word learning, digital storytelling proved to be more effective than traditional storytelling.
A notable study by Leong et al (2019) conducted in Penang, Malaysia, explored how digital storytelling can enhance fifth-grade students' interest in learning English vocabulary The results indicated a positive response from students, who appreciated the engaging visuals and the convenience of this learning method The researchers observed that participants displayed enthusiastic self-learning behaviors while interacting with digital storytelling Specifically, the visual and verbal aids provided by this approach created exciting and authentic contexts, allowing students to practice English more critically while alleviating the usual awkwardness and anxiety associated with traditional classroom interactions.
In a study by Sembiring and Simajuntak (2023) conducted in a middle school in Parongpong, Indonesia, researchers explored the challenges faced in learning activities due to the rural environment Targeting 168 seventh-grade students who had previously studied English as a foreign language, the study aimed to address these difficulties through digital storytelling The findings revealed that students who engaged with the digital storytelling method performed significantly better in their post-tests, attributing their success to the visually appealing and thought-provoking nature of the lessons.
Vietnamese researchers are well-versed in using traditional storytelling to enhance English learning among young learners, demonstrating its effectiveness in improving skills such as vocabulary, grammar, and the four language skills (Van et al., 2022; Macalister & Thao; Lap & Thy, 2022) However, there is a notable lack of studies exploring digital storytelling in this context The only relevant research, conducted by Tham and Thuy (2023), focused on Vietnamese EFL teachers' perceptions of digital storytelling for teaching listening skills, rather than providing experimental evidence of its effectiveness or addressing vocabulary development Despite this, the majority of participating teachers expressed a positive attitude towards digital storytelling, indicating a readiness for digital innovation in English language education in Vietnam.
As I conclude this short subsection, the gap is clear Vietnamese EFL education could benefit greatly from digital storytelling but has not so far By conducting actual experimental research on whether digital storytelling could improve the vocabulary retention and use of primary school students, our research aims to compensate for such lacking.
Chapter Summary
Chapter 2 provided a thorough literature review, focusing on the theoretical and practical foundations of vocabulary and digital storytelling, as well as introducing Twine as a digital storytelling tool
This chapter explores the concept of vocabulary, emphasizing its importance for language proficiency It discusses various dimensions of vocabulary, effective teaching methods, and assessment strategies Mastery of vocabulary entails a comprehensive understanding of word meanings, forms, grammar, and usage, highlighting its critical role in language development.
Digital storytelling is an innovative educational method that integrates text, audio, and visual elements to enhance learning experiences Originating from the 1980s community arts movement, it has been explored for its educational potential Among various storytelling formats, interactive storytelling stands out as the most effective for engaging students in immersive learning environments This research utilizes Twine, a digital storytelling platform known for its user-friendly interface and interactive features, which facilitate vocabulary practice through exploration and engagement.
For closure, the chapter reviewed related studies in digital storytelling and
English language education International publications by scholars such as
Robin (2008) and Ohler (2006, 2008) support digital storytelling’s benefits for student engagement, vocabulary retention and use, and language confidence
The review concluded with a gap in Vietnamese research, noting limited publications on digital storytelling's impact on vocabulary retention and use in
Vietnamese EFL contexts as the justification for the study's focus.
METHODOLOGY
Research Approach and Design
Research designs vary based on their purpose, with three main types recognized: correlational, experimental, and quasi-experimental Correlational designs examine relationships in natural settings, while experimental studies focus on controlled environments Given that my research aimed to assess the impact of the digital storytelling method on students' learning progress within their educational context, traditional designs were unsuitable Instead, I opted for a quasi-experimental design, which blends elements of both correlational and experimental approaches This allowed for the observation of the method's impact in a semi-natural environment, ensuring that students remained integrated in their primary educational program without significant disruption to their learning.
This study utilized a mixed-method approach, incorporating pre-test and post-test assessments along with questionnaires for quantitative data collection, while also conducting interviews to gather qualitative insights, as outlined by Creswell and Clark.
In 2017, it was highlighted that mixed methods enhance researchers' understanding of their targets by combining quantitative and qualitative approaches The quantitative method provides numerical data and broad patterns, while qualitative methods add depth through individual experiences and motivations, resulting in a more comprehensive view of the research topic Denzin (2017) emphasized that utilizing multiple methods can yield more credible and valid data, minimizing bias Consequently, I concluded that a mixed-method approach was the most suitable choice for my research.
Research Site and Participants
A study was carried out at Allan, a language center in Quy Nhon city, involving 50 fourth-grade students This specific grade was chosen for two main reasons: fourth graders are generally more cooperative and eager to explore and interact, and they possess a greater familiarity with English and technology compared to younger students This familiarity significantly streamlined the instructional process, saving both time and effort.
The students involved in the study were from two classes I taught, each consisting of 25 students, providing me with insights into their backgrounds, strengths, limitations, preferences, and personalities This understanding enabled me to interpret the study's findings more accurately and deeply Additionally, the diverse range of English competencies and traits among the students enhanced the overall value of my report.
In this quasi-experimental design, one class was designated as the control group while another served as the experimental group, with detailed population specifics for each group outlined in the accompanying table.
Table 1 Participants' population and group distribution
As the researcher, I was directly in charge of instructing all 50 students throughout the duration of the study, as well as evaluating their performances
To guarantee safety and compliance with legal standards, I sought consent and cooperation from the students' parents Additionally, I, along with parents and teachers, conducted thorough evaluations and supervision of the testing content to safeguard the students' mental and physical wellbeing.
Research Instruments
To enhance convenience and increase student comfort during research, I utilized the existing coursebook, Global Success English 4, Book 2, as the primary material for the study.
13 (Appearance), Unit 14 (Daily activities) and Unit 15 (My family’s weekends) were taught to gather pre-test results, while Unit 16 (Weathers), Unit
Units 17 (In the City) and 18 (At the Shopping Center) were designated for the intervention to streamline the learning process for students Utilizing content directly from the standard textbook not only prevents delays in education but also simplifies the researcher's task, as repurposing existing materials is more efficient and dependable than developing new content from the ground up.
3.3.2 Pre-test and Post-test
To collect quantitative data, I employed vocabulary-focused pre-test and post-test (see Appendix A ), which I designed according to the instructions and examples of Cowell (2012), Coombe (2011), and Pan (2012)
The tests comprised four sections designed to assess students' vocabulary skills The first section involved matching words with pictures to evaluate their ability to associate visuals with meanings The second section focused on recognizing words in written or visual contexts and required students to spell them correctly In the third section, students were tasked with writing learned words based on their auditory recognition Finally, the fourth section required students to verbally construct sentences using provided words This research prioritized vocabulary, intentionally excluding grammatical accuracy to focus solely on pronunciation precision and usage accuracy.
The use of pre-tests and post-tests is essential in evaluating the effectiveness of an intervention, as noted by Fraenkel and Wallen (2019) A pre-test establishes a baseline by assessing participants' prior knowledge, while a post-test measures the learning outcomes after the intervention Comparing these results provides valid and reliable evidence of the participants' knowledge improvement.
Over a span of three weeks, I implemented an intervention designed to enhance students' learning experiences through various methods, conducting two lessons each week Further details regarding the intervention are provided below.
- Material: textbook, weather maps, flashcards of weather symbols
+ Introduce new vocabulary using flashcards and maps of weather
+ Controlled practice: drilling vocabulary with repetition, matching and fill-in-the- blank exercises about weather types
- Material: conversation scripts, flashcards of weather scenes
+ Weather-forecasting roleplay: in pairs, students take turns giving a weather “forecast” for a given location
+ Weather quiz: students participate in a group quiz where they listen to descriptions of weather scenes and identify the correct vocabulary
- Extended practice: digital storytelling activities featuring weather scenarios
- Material: textbook, flashcards of city places, board
+ Introduce new vocabulary using flashcards and imagery of city places
+ Controlled practice: repetition drills, labeling exercises on a basic map, matching vocabulary with city images
- Material: role-play prompts, flashcards of city landmarks
+ City-touring roleplay: students work in pairs to “give a tour” of the city to a partner, describing locations and using vocabulary from Lesson 1
+ City-direction game: in groups, students practice giving directions to different locations on a map, focusing on vocabulary usage in context
- Extended practice: digital storytelling activities featuring city tour scenarios
- Material: textbook; board; flashcards of shopping places, items, and positional phrases
+ Introduce new vocabulary using flashcards of places and items commonly found in a shopping center
+ Teach positional phrases through examples on the board, showing the relationship between different stores
+ Controlled practice: matching store names to locations and fill-in-the-blank tasks for positional phrases
- Material: role-play scripts, simple shopping center maps, flashcards
+ Shopping-center map reading: in pairs, students use a map to detect the location of different stores, practicing phrases like
+ Location-describing roleplay: One student asks for location of a store, and the partner gives location using positional phrases
- Extended practice: digital storytelling activities featuring shopping scenarios
I took on the dual role of teaching both the control group and the experimental group, where I instructed the latter on utilizing interactive stories in Twine As the designer and programmer, I crafted stories inspired by the textbook's themes and vocabulary, presenting scenarios that required students to make decisions to progress the plot Each choice resulted in different outcomes, encouraging students to replay the stories to gather various endings The primary goal of these interactive narratives was to facilitate frequent exposure to vocabulary, thereby enhancing retention through meaningful contextual learning.
While the quantitative data gathered from tests aimed to assess students' progression, it fell short in identifying the specific improvements in English vocabulary retention and usage due to digital storytelling To address this gap, I suggest utilizing a questionnaire that directly engages students on this topic However, I must take into account certain issues related to the design of the questionnaire before proceeding.
In designing my questionnaire, I considered the best approach for delivering questions There are two main types of questions: open-ended, which allow for more detailed responses, and closed-ended, which limit answers to specific options (Fowler, 2013) Given that my fourth-grade students may struggle to provide detailed written responses and that manually reviewing each answer would be impractical, I opted to use closed-ended questions for this research.
When determining how to present predetermined answers, I considered various formats, including single-choice questions, multiple-choice questions, and Likert scale items Single-choice questions simplify responses by requiring students to select one option, but they may limit data richness by excluding other relevant insights (Saris & Gallhofer, 2014) Multiple-choice questions allow for more diverse responses by enabling students to choose multiple options, though they complicate the analysis process (Tarrant & Ware, 2008) Likert scale items, introduced by Likert (1932), effectively capture a range of student attitudes but can introduce biases such as a preference for neutral responses and misunderstandings of scale points Ultimately, I opted for the Likert scale, as it is widely used, convenient, and minimizes the risk of inaccurate data reporting.
To enhance the validity and credibility of my questionnaire, I reviewed models from related studies by Suwardy et al (2013), Sadik (2008), and Gu and Johnson (1996) The final questionnaire, detailed in Appendix B, comprises two sections: the first collects students' personal information such as full name, gender, and age, while the second explores their opinions on four key aspects of Twine/digital storytelling These aspects include its impact on learning attitude and motivation, influences on vocabulary memorization and application, user interface, and identified limitations.
The participants who were required to fill in these questionnaires were those from the experimental group, which was apparent since only they worked with
Twine for this study The questionnaires were distributed as physical copies and students were asked to finish and hand them back within 2 days
Although the questionnaire identified changes in students' vocabulary due to digital storytelling, it did not reveal the underlying reasons for these changes To obtain deeper personal insights, I have opted to conduct interviews.
According to Gill et al (2008), interviews can be categorized into three types: structured, unstructured, and semi-structured Structured interviews consist of predetermined, closed-ended questions that limit responses, while unstructured interviews allow for flexibility in question format and order, catering to specific purposes Semi-structured interviews combine the advantages of both types by providing uniform yet open-ended questions, enabling respondents to express themselves more freely I opted for semi-structured interviews as they yield more authentic, organized, and detailed data compared to the other formats.
Throughout each interview session, I asked a total of 4 questions (see
Appendix C ) The first question investigates which aspects of vocabulary
Students initially perceived deficiencies in pronunciation, spelling, and comprehension before using Twine The study aimed to determine if Twine facilitated improvements in these areas and, if so, the methods of enhancement Additionally, it explored students' preferences regarding various aspects of Twine, such as its stories, tasks, and tools, along with the reasons for their enthusiasm Finally, the research sought suggestions for potential improvements to Twine, focusing on the experiences of participants from the experimental group who had engaged with the Twine stories.
Due to the limited English proficiency of my primary school participants, I conducted my research in Vietnamese, which enabled me to gather more detailed data efficiently This approach not only saved time and effort but also created a comfortable environment for the students, allowing them to express themselves freely without the stress of language barriers.
Data Collection
Over a period of 10 weeks, I implemented a structured data collection process to help students gradually and effectively adapt to the new method This approach was organized into two distinct phases to ensure a smooth transition.
The preparation phase lasted for four weeks, during which I focused on equipping participants and assessing their initial English proficiency In the first six periods, I taught 50 students using traditional methods, covering vocabulary from Units 13, 14, and 15 In the final two periods, I first had the students revise the material learned, followed by an unannounced pre-test to evaluate their retention To reduce the impact of short-term memory on the test outcomes, I ensured a significant time gap between the revision and the pre-test After administering the pre-test, I scored the results and organized the data for subsequent analysis.
In the second phase of my study, which took place from Week 5 to Week 7, I focused on teaching vocabulary from units 16, 17, and 18 The control group received instruction through traditional methods, while the experimental group benefited from a combination of traditional teaching and digital storytelling Initially, I intended to use digital storytelling as the primary method for the entire lesson, including vocabulary introduction and practice However, I realized that this approach could detract from the importance of the textbook content Consequently, I decided to adjust my strategy and not rely solely on digital storytelling for introducing new vocabulary.
I believe that utilizing digital storytelling as an extended practice is highly beneficial, as it allows students to not only complete tasks but also engage with the material through specific storylines, relevant themes, and immersive contexts, enhancing their learning experience.
In Week 8, I conducted the revision, post-test administration, scoring, and score organization processes, similar to those in Week 4 The following week, I distributed a questionnaire for the experimental group to complete In the final week, I randomly selected seven students from the experimental group for a semi-structured interview to minimize bias I recorded their responses in audio format, transcribed the recordings, and translated the transcript into English, as the interviews were primarily conducted in Vietnamese.
Following is the entirety of the data collection process summarized and tabularized for better comprehension
7 13, 14 Unit 18: At the shopping center
Data Analysis
I utilized IBM SPSS Statistic 27 to analyze the pre-test and post-test scores, following a two-stage process First, I conducted an independent sample T-test to compare the performance of the experimental group with the control group Next, I performed a paired sample T-test to assess the improvement in scores within each group after the intervention.
In analyzing the questionnaire responses, I utilized IBM SPSS Statistics 27 to examine viewpoint trends for each comment, employing only Descriptive Statistics for this purpose.
To effectively analyze qualitative data, I utilized thematic analysis based on audio transcripts from interviews (refer to Appendix D) I opted against written and video recordings, believing that video would be excessive and written formats would fail to capture the nuances of students' expressions Audio recordings, however, provide a comprehensive and authentic representation of their words and tones, ensuring accurate information for analysis.
Chapter Summary
In Chapter 3, the methodology of the study on digital storytelling's impact on English vocabulary retention and use among Vietnamese primary school students is thoroughly outlined
The chapter outlines the application of a quasi-experimental design combined with a mixed-method approach, utilizing both quantitative and qualitative data collection techniques to thoroughly assess students' vocabulary development It involved 50 fourth-grade students from Allan English Center in Quy Nhon City, selected based on their familiarity with English and technology, and divided into control and experimental groups.
This research utilized key instruments including pre-test and post-test assessments for vocabulary knowledge, questionnaires to gauge students' attitudes and awareness of their progress, and semi-structured interviews for deeper insights into their experiences The intervention incorporated both traditional and digital storytelling methods, with Twine facilitating interactive storylines that complemented textbook themes to enhance vocabulary retention in the experimental group Data collection spanned ten weeks and was analyzed quantitatively using SPSS for tests and questionnaires, as well as qualitatively through thematic analysis for interviews This structured methodology ensured the reliability and comprehensiveness of the data, enabling a thorough exploration of the impact of digital storytelling on language learning.
FINDINGS AND DISCUSSIONS
The Impact of Digital Storytelling on Vietnamese Primary School Students’ English Vocabulary Retention and Use
4.1.1 Pre-test and Post-test Findings and Discussion
Table 4 reports the general descriptive statistics of the two groups, specifically their mean scores and standard deviations for both pre-test and post-test
Pre-test Post-test Pre-test Post-test
In the pre-test, the control group had a mean score of 6.92 (SD = 1.525), while the experimental group scored lower with an average of 5.96 (SD = 1.274) However, in the post-test, the control group improved slightly, achieving a mean score of 7.00 (SD = 1.500), but the experimental group outperformed them with a higher average score of 7.48 (SD = 1.229).
The descriptive statistics reveal that while the control group had a higher pre-test score than the experimental group, both groups improved over time, with the experimental group achieving a slightly higher post-test mean score This suggests that digital storytelling may enhance vocabulary retention and usage by providing engaging learning experiences Research by Flewitt et al (2015) and Shamir and Korat (2014) supports the idea that digital storytelling fosters vocabulary growth by immersing learners in meaningful contexts, leading to better retention.
4.1.1.2 Pre-test Independent Sample T-test Reports
An independent sample T-test was performed on the pre-test scores to assess the statistically significant differences in vocabulary retention and usage between the control and experimental groups prior to the intervention The findings, including the results of Levene’s test for equality of variances, are detailed in Table 5 below.
Table 5 Pre-test independent sample T-test
Levene’s test for Equality of Variances T-test for Equality of Means Effect sizes
Levene’s test for Equality of Variances indicated an F-value of 1.321 and a significance level of 0.256, confirming the assumption of equal variances The independent sample T-test produced a t-value of 2.415 with 48 degrees of freedom and a significance level of 0.020, demonstrating a statistically significant difference in pre-test scores between the two groups The control group had a mean score of 6.92, outperforming the experimental group, which had a mean score of 5.96.
The calculated effect size, represented by Cohen’s d at 0.683, indicates a medium to large effect, suggesting that the performance difference on the pre-test between the two groups is both statistically significant and practically meaningful.
The independent samples T-test revealed a statistically significant difference in pre-test scores between the control and experimental groups, indicating that the control group had a stronger vocabulary foundation prior to the intervention This underscores the necessity of considering baseline differences when evaluating the impact of interventions, as initial disparities can influence post-intervention outcomes (Dornyei & Skehan, 2003).
4.1.1.3 Post-test Independent Sample T-test Reports
An independent sample T-test was performed to assess the difference in post-test scores between the control and experimental groups The findings, detailed in Table 6, include the results of Levene’s test for Equality of Variances.
Variances, T-test for Equality of Means, and Effect sizes
Table 6 Post-test independent sample T-test
Levene’s test for Equality of
Variances T-test for Equality of Means Effect sizes
Levene’s test for Equality of Variances showed an F-value of 0.704 with a significance level of 0.406, confirming that the assumption of equal variances for the post-test scores was met Additionally, the independent sample T-test revealed a t-value of -1.238 with 48 degrees of freedom and a significance level of 0.222, indicating no statistically significant difference in post-test scores between the control group (M = 7.00) and the experimental group (M = 7.48).
The effect size, represented by Cohen’s d at 0.350, indicates a small to medium effect, suggesting a difference in mean post-test scores between the two groups; however, this difference is neither statistically significant nor practically meaningful.
In conclusion, the post-test independent samples T-test revealed no statistically significant difference in scores between the two groups, although a small effect size favored the experimental group However, the observed inequality in starting points identified by the pre-test independent samples T-test may render this finding misleading Therefore, implementing a paired sample T-test is recommended to provide a more detailed analysis of score development within each group.
4.1.1.4 Control Group’s Paired Sample T-Test Reports
Table 7 reports the control group’s paired sample T-test data, which was harvested for the purpose of comparing the performance of this group before and after intervention
Table 7 Control group’s paired sample T-test
Correlations Paired differences Effect sizes Correlation Sig Mean SD t df Sig Cohen’s d
The paired sample T-test revealed a mean difference of 0.08 (SD = 0.812) between the pre-test and post-test scores in the control group Additionally, a strong correlation of 0.856 was observed between the pre-test and post-test scores, with a significance level of less than 0.001, indicating a highly significant relationship between the two sets of results.
The paired sample T-test yielded a t-value of -0.492 with 24 degrees of freedom and a significance level of 0.627, indicating no statistically significant change in vocabulary retention and use within the control group after the intervention.
The calculated effect size, represented by Cohen’s d at -0.098, indicates a negligible effect (< 0.2) This suggests that the control group did not show a significant improvement in vocabulary scores between the pre-test and post-test, highlighting the stability of their performance during the assessment period.
The minimal difference in scores between the pre-test and post-test indicates that traditional vocabulary learning methods may preserve existing knowledge but do not significantly enhance vocabulary growth in a short time frame, supporting the findings of Graham and Perin (2007) Additionally, the small effect size underscores the limited practical improvement in vocabulary acquisition.
4.1.1.5 Experimental Group’s Paired Sample T-Test Reports
Table 8 demonstrates the experimental group’s paired sample T-test data, which compares the group’s pre-test and post-test mean scores
Table 8 Experimental group’s paired sample T-test
Correlations Paired differences Effect sizes Correlation Sig Mean SD t df Sig Cohen’s d
The paired sample T-test revealed a mean difference of -1.52 (SD 1.005) between the experimental group's pre-test and post-test scores Additionally, a correlation of 0.678 was found between the two assessments, with a significance level of less than 0.001, indicating a moderate to strong relationship between the scores.
Vietnamese Primary School Students’ Perception of Digital
Table 10 reveals the students’ perceptions regarding the impact Twine had on their attitude and motivation for learning, memorizing, practicing and using English vocabulary
Table 10 Students’ perceptions of Twine’s impact on their attitude and motivation
Completely Agree Agree Neutral Disagree Completely
1.1 I like the vocabulary practice activities in Twine
1.2 Twine made vocabulary retention and use interesting for me
1.3 Twine encouraged me to learn new words 12 40 28 20 0
A survey revealed that 48% of students exhibited moderate favoritism towards vocabulary practice activities in Twine, with an additional 16% displaying strong enthusiasm Conversely, 20% of students felt neutral, while 16% expressed either slight disinterest or strong dislike for the activities.
In a survey regarding Twine's impact on vocabulary practice, 36% of students found it more engaging, while 24% expressed strong approval However, 32% of respondents were neutral, and 8% felt the opposite.
When considering whether Twine encouraged students to learn more new words, 52% of the students provided positive responses, including 12% adamant However, 28% announced a neutral stance, and 20% responded somewhat negatively
Twine effectively fosters positive attitudes towards vocabulary retention and usage, as many students found its activities enjoyable and engaging This supports previous research by Robin (2008) and Sadik (2008), which highlighted that digital storytelling tools enhance student engagement and enjoyment.
While Twine is effective for many students, a subset remains indifferent, with some expressing disinterest, indicating that its appeal is not universal among learners, as supported by the findings of Brom et al (2011) and Deci and Ryan.
(2013) could testify for such speculations, as they have similarly noticed that individual preferences can have certain influence on digital tools’ efficiency in boosting motivation
Twine effectively motivated many students to expand their vocabulary; however, some learners reported a lack of motivation, highlighting the necessity for additional strategies to engage a wider audience, a challenge noted by Schunk and Zimmerman (2011).
Table 11 showcases students’ responses regarding their perception of
Twine’s interface, specifically how it delivered images, sounds, tools, stories and tasks
Table 11 Students’ perceptions of Twine’s interface
3.1 I think Twine’s pictures are very lively
3.2 I think Twine’s music is fun
3.3 I think Twine’s supporting tools are useful 12 52 28 8 0
3.4 I think Twine’s storylines are engaging
3.5 I think Twine’s missions are exciting
According to the feedback on Twine's interface, 72% of students found the images engaging, with 20% expressing strong approval In contrast, 20% remained neutral, and only 8% disapproved Regarding the music, 48% moderately agreed it was enjoyable, while 20% strongly agreed Additionally, 20% felt neutral about the music, and 12% disagreed.
In a survey about the supporting tools in Twine, such as pop-up definitions and hints, 52% of students expressed reluctance towards their usefulness, while 12% were certain they found them helpful Additionally, 28% of students remained neutral, and 8% indicated mild dissatisfaction with these tools.
A survey revealed that 56% of students found the stories in Twine engaging, while 32% had no opinion and 12% disagreed Additionally, 68% of respondents considered the missions in Twine exciting, with 20% remaining neutral and 12% expressing a contrary view.
Student feedback on Twine's interface highlights a generally positive reception of its visual and interactive elements Many students found the images and missions to be vibrant and engaging, while a notable portion expressed neutrality towards the storylines and features such as music, showcasing the varied preferences among the student body.
Mangen et al (2019), who found that interactive elements increase engagement, but significant variety in preferences among students affect the overall reception
Most students found pop-up pronunciation videos to be helpful, reflecting Paivio's (1990) emphasis on the advantages of integrated visual aids Nevertheless, there remains potential for enhancing these tools to increase their effectiveness and engagement for all users.
Table 12 highlights the challenges students faced while using Twine, focusing on their understanding of instructions, requests, and explanations It also reflects their concerns regarding the difficulties of the missions, media, and vocabulary.
Table 12 Students’ difficulties while interacting with Twine
4.1 I cannot understand the instructions, requests or explanations in Twine
4.2 I think Twine’s missions are too challenging
4.3 The pictures and sounds in Twine distract me
4.4 I think Twine is too wordy 8 16 24 44 8
4.5 I think Twine has too few pictures and too little music
A survey revealed that 60% of students did not have trouble understanding instructions, while 24% remained neutral and 16% agreed they faced challenges Regarding the difficulty of the missions, 72% of students considered them achievable, with only 8% expressing neutrality.
20% voted it too challenging for their preference
A study revealed that only 8% of students found images and sounds distracting, while a significant 80% reported no issues with them Additionally, 24% of students expressed concerns about Twine's excessive text, whereas 52% disagreed with this assessment.
A significant majority of students, 68%, believe that Twine lacks sufficient images and sounds, while 24% chose not to respond to the question Only 8% of students expressed strong satisfaction with the current frequency of media usage in Twine.
Most students found Twine's instructions clear, aligning with Mayer's (2005) research on the significance of explicit guidance in digital learning Nonetheless, a minority of students reported confusion or neutrality regarding their understanding, suggesting that enhanced clarity or extra support could aid these learners.
Chapter Summary
Chapter 4 presented a comprehensive discussion of findings from vocabulary pre-test and post-test, questionnaires, and interviews regarding the impact of digital storytelling on Vietnamese fourth-grade students’ vocabulary retention and use, using Twine as the primary tool The data analysis highlighted the intervention’s significant influence on vocabulary development, particularly in enhancing spelling, pronunciation, and comprehension, which, in turns, was supported by an interactive, somewhat gamified approach that aligns with other studies on digital engagement in language learning Although the experimental group showed notable progress, individual factors such as motivation and prior knowledge played a role in performance variance, echoing existing literature on individual learning experiences
The questionnaire responses highlight Twine's effectiveness in promoting positive attitudes and motivation for vocabulary retention, although some students expressed a need for varied engagement strategies Features such as visual and auditory aids were particularly valued for their role in enhancing memory and sensory involvement Additionally, students suggested improvements, including simplifying vocabulary, increasing multimedia usage, and providing pronunciation feedback.
Recent research highlights the advantages of digital storytelling in enhancing vocabulary acquisition, emphasizing the necessity for customizable features to address the varied learning requirements of students This reinforces Twine's effectiveness as a valuable resource for vocabulary education.
