The Role of Contextualized Storytelling in L2 Vocabulary Retention by Young Iranian EFL Learners

Following a quasi-experimental pretest-posttest research design, this study was meant to investigate the effects of contextualized storytelling, as a new teaching technique, including visual aids, as one of the vocabulary learning strategies, on young Iranian EFL learners’ target vocabulary retention. Drawing on the optimal input and the output hypotheses, it was hypothesized that the contextualized storytelling technique integrated with visual aids will have positive effect on increasing young EFL learners’ receptive and productive vocabulary knowledge. To test the hypothesis, 60 Iranian lower intermediate students aged between 11 and 12 were selected and randomly assigned into two equal groups of 30 members (experimental and control groups). As data collection instruments, the Oxford Quick Placement Test and Vocabulary Knowledge Scale (VKS) were administrated to the participants. The t-test results revealed that the contextualized storytelling technique had a significant effect on the retention and active use of the target vocabulary items. The findings carry implications for ELT teachers and practitioners in an EFL context.