This study investigated the impact of digital storytelling on vocabulary learning and motivation among Iranian EFL tweens aged 8–12. Using a quasi-experimental design, 60 elementary-level learners were divided into experimental and control groups. The experimental group engaged in creating digital stories using YouTube cartoons and the InShot video editing App, while the control group received traditional instruction. Vocabulary knowledge was assessed via a researcher-made, picture-based 30-item test, and motivation was measured using a 14-item questionnaire based on Keller’s ARCS model. Data were analysed using One-Way ANCOVA and Independent-Samples t-tests. Results revealed that the experimental group significantly outperformed the control group in vocabulary learning and motivation. The findings highlighted digital storytelling as an effective tool for enhancing vocabulary learning and motivation, emphasizing its potential for engaging young EFL learners. The study suggests incorporating interactive, technology-based methods in language instruction to address individual learner needs and improve outcomes.
Garmchi et al. (Mon,) studied this question.