Exploring the Effects of Digital Storytelling in Omani EFL Students’ Self-Directed Learning, Motivation, and Vocabulary Improvements

Abstract

The current paper attempted to measure the effects of digital storytelling (DST) on motivation, self-directed learning (SDL), and vocabulary learning of Omani EFL students. To achieve this goal, 40 learners participated in this study, divided equally into control and experimental groups. Three main instruments were used in this study as pretests and posttests, including the Self-Rating Scale of SDL adopted from Williamson (2007), the Motivation Questionnaire adapted from Mehdiyev et al. (2017), and the researcher-designed vocabulary test. Both groups received face-to-face instructions; however, the experimental group was exposed to extra sessions for creating DST projects. The results of the study in motivation and SDL showed that both groups progressed as the results of instructions, but the experimental group was slightly better. However, in the vocabulary test, the experimental group significantly performed better than the other group. These findings can help teachers, institutions, and students better use the technological resources in language learning environments.