Abstract
Abstract The study examined the role of using reading stories technique in the learning of vocabulary for Saudi EFL students. Specifically, the study examined the influence of reading stories to improve students' vocabulary, motivation, and comprehension. Twenty female sixth-grade Saudi students participated in this study. They were divided into an experimental group and a control group. The experimental group was taught by using supplemental stories, while the control group was taught by using regular vocabulary instruction. Pretest, posttest, quizzes, classroom observation, and questionnaire were used to collect the data. The experimental group showed a greater vocabulary gain than the control group. This proves the positive role of using stories in vocabulary learning. Moreover, the results reveal that incorporating stories increases students' motivation for learning English vocabulary.
