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Abstract
This mixed-method study investigates the efficacy of combining AI text-to-image with a digital storytelling approach to facilitate vocabulary retention. The motivation behind this research stems from the challenges many students face in retaining new words and effectively employing them in real-life communication. The study also reveals students' perceptions of AI text-to-image tools aiding word retention. The research was conducted over 6 weeks and involved 80 second-year students divided into two groups: a control group and a treatment group. Data collection instruments included pre- and post-tests assessing targeted vocabulary, comic books - storytelling rubrics, and open-ended questionnaires. The findings show that students who experienced AI text-to-image tools exhibited positive reactions and emotions towards digital storytelling AI text-to-image activities. The experimental group improved more in both immediate and delayed vocabulary retention than the control group. Despite the short intervention time, AI text-to-image combined with DST offers a new, inspiring strategy for vocabulary learning. The study recommends pedagogical and future actions for English language teaching and learning.
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