A Comparative Analysis of Electronic (digital) versus Traditional Print Storybooks: Assessing their Impact on Vocabulary Acquisition among Adolescent EFL Learners of Different Genders

Document Type : Original Article

Authors

1 Department of English, Ardabil Branch, Islamic Azad University, Ardabil, Iran

2 English department. Azad university. Ardabil. Iran

Abstract

Abstract
Vocabulary acquisition is a critical aspect of language learning, yet the effectiveness of different mediums, such as electronic and traditional storybooks, remains underexplored, particularly among beginner adolescent EFL learners. This study investigates the comparative impact of electronic versus traditional paper storybooks on vocabulary acquisition among 76 learners (16 boys, 60 girls) aged 11 to 15, highlighting a gap in understanding how technological enhancements affect language learning. Participants, selected through convenient sampling, were divided into two groups: one engaged with digital storybooks on phones and tablets, while the other used traditional paper storybooks. Vocabulary proficiency was assessed using a simplified PET Cambridge test, tailored to the participants’ proficiency level, administered pre- and post-15 instructional sessions. Each 60-minute session focused on vocabulary acquisition through story reading and exercises. Statistical analyses, including ANCOVA, T-tests, and ANOVA, revealed that while both formats significantly enhance vocabulary acquisition, electronic storybooks offer additional advantages due to multimedia features. Gender and age were not found to significantly influence the effectiveness of the storybook format. This study underscores the potential of electronic storybooks in language instruction and recommends further research on long-term retention and impacts on other language skills across diverse learner demographics.

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Main Subjects

Technology Assisted Language Education
Volume 2, Issue 4
December 2024
Pages 120-140

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