• Raziyeh Mashayekh

  Author

• Nasim Shangarffam

  Author

Vocabulary learning is considered to be one of the most persistent problems in ESL learners, and typical vocabulary teaching, vocabulary lists, drilling, and memorization usually result in transient memory but not durable retention. The digital storytelling (DST) approach, which implies the combination of narration and the use of images, sound, animation, and even video produced by the learner, has been suggested as an alternative multimodal way to vocabulary teaching during the last two decades. This paper provides a review of empirical studies and meta-analyses on DST and its effects on ESL/EFL vocabulary results, categorizing them by the mechanisms underlying those effects (dual coding, contextualized/inconspicuous vocabulary acquisition, engagement/affect), summarizes seven representative studies in tables, and illustrates the prevalence of various research designs employed in this literature through figures.

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