[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594323-105":59,"doc-detail-594323-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-effect-of-digital-storytelling-on-learners-receptive-and-productive-vocabulary-knowledge-594323","The effect of digital storytelling on learners’ receptive and productive vocabulary knowledge","","Assessing how digital storytelling influences English learners’ vocabulary development, this study targets receptive and productive word knowledge. Forty-eight participants with intermediate proficiency are split into control and experimental groups, completing a pretest, receiving the digital-storytelling treatment, and taking a post-test. Both groups improve, but the experimental group outperforms control significantly. Post-test analysis suggests stronger gains for productive vocabulary than receptive vocabulary, supporting instructors, institutions, and learners.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effect-of-digital-storytelling-on-learners-receptive-and-productive-vocabulary-knowledge-594323/594323/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effect-of-digital-storytelling-on-learners-receptive-and-productive-vocabulary-knowledge-594323/594323.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study evaluates the impact of digital storytelling on learners’ receptive and productive vocabulary knowledge.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants organized for the experiment?",{"text":117,"@type":113},"Forty-eight intermediate English-proficiency learners were divided into control and experimental groups, with pretest and post-test measures.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results show about the experimental group?",{"text":121,"@type":113},"Both groups improved, but the experimental group performed significantly better than the control group, especially on productive words.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594323,1792188547,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Applied Linguistics ISSN 2209-0959  \n[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/)  \nAustralian Journal of Applied Linguistics, 8 (5), 102757 (2025)  \n[https://doi.org/10.29140/ajal.v8n5.102757](https://doi.org/10.29140/ajal.v8n5.102757)  \nThe effect of digital storytelling on learners’ receptive and productive vocabulary knowledge  \nALI AL GHAITHIa   \nBEHNAM BEHFOROUZb,c   \naSohar University, Oman  \nbUniversity of Technology and Applied Sciences, Shinas, Oman cSohar University, Oman  \nAbstract  \nThis study aimed to assess the impact of digital storytelling on learners’ receptive and productive vocabulary knowledge. For this purpose, 48 participants with intermediate English proficiency were divided into two equal groups: control and experimental. After conducting the pretest, implementing the treatment for the experimental group, and administering the post-test, the results indicated progress in both groups. However, the experimental group performed significantly better than the control group. In addition, the analysis of the experimental group’s scores in the post-test revealed that digital storytelling helped learners perform better on productive words than on receptive ones. The findings could be beneficial for the instructors, institutions, and learners.  \nKeywords: digital storytelling, receptive, productive, vocabulary knowledge  \nIntroduction  \nProficiency in vocabulary is indispensable for second language (L2) learners, as it indicates their understanding of the original language. The mastery of vocabulary is the ability to recognise and transmit the significance of a term (Hiebert & Michale, 2005, as cited in Dalimunthe & Haryadi, 2022) . Anggara (2023) emphasised the importance of vocabulary knowledge in teaching any languageskill to L2 learners. The process or ability to recognise things is facilitated by vocabulary. This is especially true for written and oral resources (Viera, 2017). In addition, learning an L2 necessitates knowledge of vocabulary. Apart from being the most critical element for accurately understanding and utilising language, vocabulary is also an aspect of language whereby a large percentage of students create errors (Segler et al., 2002). Hasan and Selamat (2017) conducted research indicating that vocabulary tasks were the fourth most frequently used activity among the nine activities examined to evaluate the frequency of teaching languages in English as a second language (ESL) classes.  \nNation (1994) and Al-Dagel (2009) categorised vocabulary into two broad categories: receptive vocabulary and productive vocabulary. Receptive vocabulary is the vocabulary that learners can comprehend while reading or listening. Productive vocabulary is the words that learners can produce and use when speaking or writing to express their ideas. It is stated that learning receptive vocabulary is easier than learning productive vocabulary. A correctly produced word indicates correct pronunciation, spelling, grammatical structure, and connected discourse.  \nReceptive vocabulary is the foundation of language proficiency and its acquisition (Sun & Yin, 2020) . Through extensive reading, exposure to authentic materials, and meaningful use of the target language, one can develop receptive vocabulary skills (Webb & Nation, 2017) . Productive vocabulary, on the other hand, refers to the degree to which words are used and produced accurately and appropriately in context during actual communication (Nation, 2022) . This includes the ability to comprehend the meanings of words and retrieve and use them accurately in appropriate situations (Nation, 2019) .  \nThe learning and effective use of academic vocabulary are crucial to the development of academic literacy among university students (Coxhead & Nation, 2018). Astrong understanding of academic vocabulary enables students to comprehend complex academic texts and grasp the discourse of their subjects (Green & L","cbCaib4MHp6APtvz","https://ap.wps.com/l/cbCaib4MHp6APtvz","pdf",417172,17,"English","# Introduction\n## Vocabulary proficiency and receptive vs. productive knowledge\n## Vocabulary knowledge for academic literacy\n## Challenges and technology-supported vocabulary teaching","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study evaluates the impact of digital storytelling on learners’ receptive and productive vocabulary knowledge.\"},{\"question\":\"How were participants organized for the experiment?\",\"answer\":\"Forty-eight intermediate English-proficiency learners were divided into control and experimental groups, with pretest and post-test measures.\"},{\"question\":\"What did the results show about the experimental group?\",\"answer\":\"Both groups improved, but the experimental group performed significantly better than the control group, especially on productive words.\"}]","The effect of digital storytelling on learners’ receptive and productive vocabulary knowledge | PDF",1792078945,43]