Digital Kinetic Storytelling as an Innovative Strategy for Enhancing Language Learning in Early Childhood Classrooms

Despite digital kinetic storytelling being regarded as one of the most innovative learning approaches in childhood education, it has not been investigated enough within Arab learning settings. This research aimed at exploring the relation between the use of kinetic stories via digital technology and its effectiveness in enhancing language acquisition among children. A qualitative phenomenological approach was adopted, and semi-structured interviews were conducted with 99 preschool teachers from Irbid City in the north of Jordan. Data were analyzed using the grounded theory approach to construct descriptive narratives outlining the major themes. Data analysis showed that digital kinetic storytelling enhanced children’s motivation and active involvement by providing opportunities for intrinsic sensory and motor engagement and promoted the construction of vocabulary and linguistic concepts by animating the language through visuals and movement, thus promoting retention in appropriate contexts. It also enhanced listening comprehension through the use of language, pictures, and movements that aid understanding on deeper levels. Moreover, digital kinetic storytelling improved children’s oral expression, increased their confidence, and encouraged spontaneous communication since they were exposed to repeated phrases. In addition, it promoted teamwork and social interaction because it taught students to support each other in an inclusive environment that considers children’s differences. The research findings enrich knowledge regarding the impact of digital kinetic storytelling on language education and provide teachers with an interactive teaching method that promotes early language learning through developing child interaction, motivation, and comprehension.