چكيده
Nowadays learning, including language learning, is overwhelmingly under the influence of technology. This study aimed to investigate whether digital storytelling, as a form of technology, can significantly affect Iranian EFL learners’ vocabulary learning, and whether such effect can be moderated by the learners’ personality type (i.e., introversion vs. extroversion). A study was conducted in an Iranian school at pre-intermediate levels. One hundred sixty students were given an Oxford Placement Test (OPT), and According to the results 108 students at pre-intermediate level were selected as the participants of the study. Then the participants took The Eysenck Personality Questionnaire (EPQ) by which they were divided into two groups, (experimental and control groups) each of these groups was further divided into two subgroups (introverted and extroverted participants) so that four groups were formed in the end. Based on the results of the Vocabulary Knowledge Scale (VKS), 50 words, which the participants were not familiar with, were chosen from the stories. During the treatment, the target words were taught to the experimental groups through digital stories, and the control groups received traditional teaching of vocabulary. After eight weeks, the groups’ vocabulary performances were compared using the two-way ANOVA.The obtained results showed that digital storytelling had a significant effect on the participants’ vocabulary learning and that there was no significant interactional effect between the teaching technique and the learners’ personality types.
