The present study is conducted to examine the influence of storytelling on vocabulary learning of children EFLlearners. To do so, 30 children EFL learners, selected among 41 ones, based on their performance on the KET test, were asked to take part in the study. Their homogeneity was determined through KET. They were put into two equal groups; one experimental group and one control group. Six short stories with Flesch Reading Ease scores between 80 and 101 were selected to be used in this study. A pre-test was administered to all the subjects. During the study, both groups heard the same six stories, however, the experimental group heard the stories told to them by the teacher, and the control group heard the stories read to them by the teacher. At the end of the treatment period, both groups were given the post-test to assess their vocabulary learning improvement. The scores of the pre-test and post-test were compared using t-test. The analysis of data using independent sample t-test indicated that there was no significant difference between the two groups in the pre-test. The results showed significant differences between the pre-test and post-test in each group. Moreover, the results revealed significant differences between post-tests of the two groups. The implications of the findings will be discussed.
