Digital Story Telling As An Innovative Pedagogical Tool For Early English Language Learning In Pakistan

Abstract

This study investigates the effectiveness of digital storytelling (DST) as an innovative pedagogical tool for enhancing English language learning among early childhood students in Pakistan. Utilizing a quasi-experimental research design, the study explored how the integration of digital storytelling influenced learners’ vocabulary, comprehension, and motivation. Sixty preschool students from a private Montessori school in Khyber Pakhtunkhwa were divided into an experimental and a control group. The experimental group was taught using DST-based instructional materials, while the control group received conventional instruction. Pre-tests, post-tests, and retention tests were used to assess learning outcomes.

Results revealed a statistically significant improvement in the experimental group’s performance, indicating that DST positively impacted vocabulary acquisition, comprehension, and learner engagement. The findings also highlighted challenges related to digital literacy, limited technological resources, and insufficient teacher training. The study concludes that integrating DST into Pakistan’s early childhood curriculum can foster interactive, creative, and meaningful language learning experiences. It further recommends teacher training programs and infrastructural support to ensure effective implementation.