This document discusses a study that investigated whether using digital stories can enhance young Taiwanese EFL learners' vocabulary retention. Some teachers rely too heavily on repeated memorization to teach vocabulary, which can lead students to lack understanding. The study aimed to determine if computer-based stories have any effect on students' short-term and long-term vocabulary retention. A literature review found that multimedia applications can provide a more realistic language learning experience. The study used a quasi-experimental method with elementary school students and measured vocabulary retention immediately after and two weeks following exposure to a digital story.

1. Using digital stories to
enhence vocabulary
retention in the EFL
classroom
Presenter: Ellie Lin
Instructor: Dr. Teresa
Hsu
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2. Introduction
Literature
review Methodology
ContentsContents
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3. Research background
Statement of problem
Purpose of the study
Research questions
IntroductionIntroduction
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4. Research backgroundResearch background
Enriching young students’ language acquisition
naturally and developing their traditional cultural
cognition simply, therefore, utilizing multimedia-
based digital stories can be a fascinating
instruction and influence for younger learners.
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5. Statement of the problemStatement of the problem
Some teachers prefer repeated memorization as a
teaching vocabulary technique, it causes students
lack lingual comprehension. Therefore, the poor
capacity of learning linguistics is understood.
Without equipping an effective learning method, that
students enlarge and recall vocabulary is hard.
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6. Purpose of the studyPurpose of the study
To investigate whether the Internet based
digital stories can enhance young
Taiwanese EFL learners’ vocabulary
retention
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7. Research questionsResearch questions
Q1: Do computer-based stories have any effect
on Taiwanese elementary students’
vocabulary retention?
Q2: Do computer-based stories have any long-
term effect on Taiwanese elementary
students’ vocabulary retention?
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8. Literature reviewLiterature review
Digital stories
Digital stories & vocabulary
Vocabulary retention
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9. Digital storiesDigital stories
Multimedia applications for foreign language
learning can provide a more realistic picture of the
new language and culture in the classroom,
including not only linguistic but also paralinguistic
features such as body language, gestures, prosody,
etc., which help to convey meanings to the learners.
(Brett, 1995; Fidelman, 1997; Gassin, 1992 & Hurley, 1992)
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10. It is said that “verbal and visual annotations in a
multimedia environment can assist them in their
acquisition of new vocabulary form and
comprehension of an aural L2 language.”
(Jones, 2003)
Digital stories & vocabularyDigital stories & vocabulary
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11. Vocabulary retentionVocabulary retention
“Learners have better recall and
appropriate use of the words when they
learn them coded dually, verbally and
visually, than when the words are coded in a
single manner”.
(Ezabadi, 2011, p. 153)
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12. MethodologyMethodology
Participants
Instruments
Procedures
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13. ParticipantsParticipants
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14. The academic year 2014 (the fall semester)
InstrumentsInstruments
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15. InstrumentsInstruments
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16. InstrumentsInstruments
The butterfly trait (from BBC)
Topics Notions/
concepts
Functions Grammar Language
skills
Requires
interface
abilities
Places
Animals
;
Colours;
Actions;
Following
instructions
; narrating
Present
tenses
Listening Listen,
watch &
react by
clicking
objects
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17. ProceduresProcedures
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A quasi- experimental study

18. ProceduresProcedures
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5~10 min
questionnaire

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20. Thank You
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21. Nothing is
impossible;
the word itself
says
“ I’m
possible”!
(Audrey Hepburn)
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