Digital Storytelling as a Tool for Enhancing Reading Comprehension among Grade Four English First Additional Language Learners in Vhembe Cluster

Authors

  • Israel Creleanor Mulaudzi

    Department of Professional and Curriculum Studies, Faculty of Social Sciences, Humanities and Education, University of Venda, P.O. Box X5050, Thohoyandou 0950, South Africa
  • Matodzi N Lambani

    Department of English, Media Studies and Linguistics, University of Venda, P.O. Box X5050, Thohoyandou 0950, South Africa
  • Farisani Thomas Nephawe

    Department of English, Media Studies and Linguistics, University of Venda, P.O. Box X5050, Thohoyandou 0950, South Africa

DOI:

https://doi.org/10.30564/fls.v8i2.12383
Received: 8 October 2025 | Revised: 26 November 2025 | Accepted: 8 December 2025 | Published Online: 12 February 2026

Abstract

South African Grade 4 learners face persistent challenges in reading comprehension as they transition into English First Additional Language (EFAL) instruction, a problem intensified in rural schools where technological, linguistic, and pedagogical resources are limited. Although digital storytelling (DST) is widely recognised internationally as a promising multimodal literacy strategy, its application within resource-constrained EFAL classrooms remains significantly under-examined. This study addresses this gap by investigating how teachers in rural Limpopo understand, implement, and experience DST. Using an interpretive qualitative case study design, data were generated through semi-structured interviews, non-participant classroom observations, and teacher reflection journals, enabling a rich, triangulated understanding of pedagogical practices. Thematic analysis revealed that DST enhances learner engagement, vocabulary development, and reading comprehension when supported through guided teacher mediation, visual scaffolding, oral explanation, and culturally relevant narratives. To advance the field, this study presents the first DST comprehension model specifically designed for rural EFAL contexts, illustrating how multimodal and sociocultural processes intersect under conditions of infrastructural scarcity. The model demonstrates that adequate comprehension is driven not by technology alone but by strategic teacher facilitation and contextual adaptation. Findings further show that while DST holds strong pedagogical potential, its successful use depends on teacher confidence, digital self-efficacy, and access to low-tech, locally relevant resources. Strengthening teacher professional development, improving rural digital equity, and providing simplified multimodal teaching materials are essential steps toward scaling DST as a viable and context-appropriate comprehension strategy in rural South African classrooms.

Keywords:

Digital Storytelling; EFAL; Reading Comprehension; Rural Literacy; Multimodal Pedagogy

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How to Cite

Mulaudzi, I. C., Lambani, M. N., & Nephawe, F. T. (2026). Digital Storytelling as a Tool for Enhancing Reading Comprehension among Grade Four English First Additional Language Learners in Vhembe Cluster. Forum for Linguistic Studies, 8(2), 19–30. https://doi.org/10.30564/fls.v8i2.12383

Issue

Vol. 8, Iss. 2 (February 2026 in progress)

Article Type

Article

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Copyright © 2026 Israel Creleanor Mulaudzi, Matodzi N Lambani, Farisani Thomas Nephawe

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.