The Effect of Digital Stories on Enhancing Iranian Pre-intermediate EFL Learners' Listening Comprehension

Learning a foreign language is a challenging process in which learners need motivation and encouragement through the use of modern techniques. The present paper investigates the effects digital stories may have on Iranian pre-intermediate EFL learners’ listening comprehension. To this end, the researchers carried out a quasi-experimental research in a language institution in Tabriz (Iran). In total, forty, 11-14-year-old female students participated in this research. Twenty students were in the experimental group and twenty in the control group. The Preliminary English Test (PET) was administered at the beginning of the study to check whether all participants were homogeneous in terms of English language proficiency. A pre-test of listening comprehension was designed to gather initial data on the learners' listening skill prior to the treatment. The experimental group was presented with digital stories in a technology-equipped classroom. After the treatment, a post-test was administered to both groups to test the learners' progression in listening comprehension. Then, using an ANCOVA test, the performance of two groups was compared. The findings indicated that the experimental group outperformed the control group in the final test. The results raise interesting issues related to the use of technology in the context of foreign language learning, substantiating the link between technology rich environment and improved language learning.