Utilizing Digital Storytelling with Total Physical Response to Teach English Vocabulary for Young Learners: A Conceptual Analysis

Abstract

The Utilization of Digital Storytelling (DST) and Total Physical Response (TPR) offers a dynamic and well-integrated approach to teaching English vocabulary for young learners. This study aims to bridge the gap between theoretical frameworks and practical applications by examining how the synergy between visual-verbal and kinesthetic learning can improve English vocabulary. This study uses a conceptual analysis based on three main theoretical frameworks: Dual Coding Theory, Multimedia Learning Theory, and Total Physical Response Theory. This study examines how the delivery of Digital Storytelling and Total Physical Response can be combined effectively in vocabulary retention. The findings highlight that Digital Storytelling, with its visual, auditory, and narrative elements, enhances student comprehension, while Total Physical Response encourages active learners in the form of physical responses. Despite these benefits, this study has identified challenges, including limited infrastructure, the lack of teacher readiness, and time constraints in the classroom, that hinder the successful implementation of both methods. To overcome these obstacles, this study suggests adaptive strategies by utilizing low-tech learning, teacher collaboration in forums, and learning content adaptation. In addition, this study offers a comprehensive framework and recommendations that teachers and policymakers can follow to improve English vocabulary teaching.