Teachers’ Lived Experiences in Utilizing Digital Storytelling in English Instruction: Perceived Influence on Grade 5 Pupils’ Reading Comprehension and Vocabulary Development

Authors

  • Kylie Licyayo Northeastern College Author

DOI:

https://doi.org/10.64358/mt3wr832

Keywords:

digital storytelling, English instruction, reading comprehension, vocabulary development, literacy instruction, educational technology, qualitative research

Abstract

This qualitative phenomenological study explored teachers’ lived experiences in utilizing digital storytelling in English instruction and its perceived influence on Grade 5 pupils’ reading comprehension and vocabulary development. Specifically, the study examined teachers’ instructional practices, learner engagement, implementation challenges, and perceived literacy outcomes associated with digital storytelling integration in English classes. Data were gathered through semi-structured in-depth interviews with twelve purposively selected Grade 5 English teachers from public elementary schools. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that digital storytelling enhanced learner engagement, comprehension, vocabulary acquisition, and classroom participation through interactive multimedia experiences and contextualized storytelling activities. Teachers observed that audiovisual elements, animations, narration, and interactive content helped learners understand unfamiliar vocabulary and improve reading comprehension. Participants also identified challenges related to technological limitations, internet connectivity, limited digital resources, and varying learner digital competencies. Despite these concerns, teachers demonstrated instructional adaptability through contextualized digital materials, scaffolded instruction, collaborative learning, and differentiated literacy activities. Teachers further emphasized that digital storytelling improved learners’ confidence, motivation, oral participation, and retention of lesson content. The findings underscore the importance of technology-enhanced and learner-centered literacy instruction in strengthening reading comprehension and vocabulary development among elementary learners.

References

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Published

2026-06-05

Issue

Vol. 2 No. 2 (2026): International Journal of Education, Literacies and Curriculum Studies

Section

Articles