Exploring The Impact Of Using Storynory On Vocabulary Learning: A Short-Term Intervention Study Involving Seventh-Grade EFL Learners

Abstract

This study examined the short-term effectiveness of multimedia instruction for vocabulary learning among Indonesian Grade 7 EFL learners. Using a quasi-experimental pretest–posttest control group design, 64 students received either multimedia instruction via Storynory (audio narration, written text, and visuals) or conventional text-only instruction across two sessions. Vocabulary gains were assessed using a teacher-developed multiple-choice test. Results revealed significant improvement in the experimental group (p < .001) and a significant between-group difference favoring multimedia instruction (M = 82.25 vs. 74.13, p = .003), with a medium-to-large effect size (Cohen's d = 0.77). Findings provide preliminary evidence that brief multimedia interventions using free digital platforms can support initial vocabulary gains in resource-constrained EFL classrooms. This suggests Storynory-based instruction may complement traditional vocabulary teaching and aligns with multimedia learning principles for junior secondary contexts.