The Effect of Storytelling-Based Idiom Teaching on the Persistence of Vocabulary Memory in Foreign Language Learners: Focusing on the Mediating Effect of Language Acceptance Attitudes

This study aimed to examine the effects of storytelling-based instruction on the vocabulary retention of idiomatic four-character expressions (사자성어) among foreign language learners, and to empirically verify the mediating role of language attitude in this process. A total of 138 Korean language learners were divided into an experimental group (storytelling-based instruction) and a control group (rote memorization). Pre- and post-tests, long-term retention tests, surveys, and structural equation modeling (SEM) analyses were conducted. The findings are as follows. First, no significant difference was found between the two groups in the pre-test, confirming the homogeneity of the groups. Second, while no significant difference was observed in short-term retention, the storytelling group showed significantly higher performance in long-term retention than the control group. Furthermore, the decline in retention was smaller in the storytelling group, indicating that storytelling-based instruction is more effective in supporting long-term vocabulary retention. Third, language attitude was found to partially mediate the relationship between storytelling-based instruction and vocabulary retention. Specifically, storytelling positively influenced learners’ language attitudes, and these enhanced attitudes contributed to greater vocabulary retention. These results suggest that storytelling-based instruction, compared to rote memorization, is a more effective approach for teaching four-character idioms to foreign learners, as it simultaneously enhances long-term memory and emotional engagement. Moreover, the mediating role of language attitude highlights the importance of fostering positive attitudes toward the target language through well-designed learning environments in order to maximize instructional effectiveness.