The impact of interactive storytelling tasks on EFL undergraduates' task engagement from a qualitative perspective

This study aimed at seeking the possible effect of interactive storytelling tasks on vocabulary development and task engagement through a qualitative cross-sectional design. To this end, an intact class of undergraduates majoring in Teaching English as a Foreign Language (TEFL) at the tertiary level was selected through convenience sampling. The participants (N=۱۸) received one session of training on both theoretical and actual practice of interactive storytelling task in their course of "teaching second language skills". The results obtained from observation and semi-structured interview with some of the participants revealed that learners experienced enhanced L۲ vocabulary learning and task engagement while interacting in the L۲ with the facilitator to answer questions and complete the story as the main task. After the treatment, the participants reported positive attitudes toward their experience with the interactive storytelling task. Considering the international literature in this field, it can be argued that Iranian EFL context may require more practical use of interactive storytelling tasks for educational purposes. Regardless of the level of L۲ learners' language proficiency, it seems that task engagement can facilitate the process of L۲ vocabulary development thus tailoring tasks for different levels of language proficiency may need to be investigated.

کلیدواژه ها:

Interactive storytelling ، L۲ vocabulary ، task engagement