Vocabulary is a foundation of language learning, yet traditional instruction mostly relies on old-fashioned rote memorization, which tend to inspire disengagement and low retention, especially among beginners. Integrating technology into teaching provides opportunities for more interactive and meaningful learning experiences. It enables learners to participate in more engaging and purposeful educational activities. Therefore, this study aims to investigate the effect of digital storytelling on Iranian beginner-level EFL learners’ vocabulary scores. The research used a quantitative quasi-experimental design with 60 beginner learners in Mashhad. First Friends 2 sourcebook, PowerPoint slides, and Aparat-based story videos were used as instructional materials. Data were collected through a standardized test and analyzed using SPSS running Mann–Whitney U test. Findings showed that learners in the experimental group generally outperformed those in the control group, with no significant difference regarding their gender. The findings offer insight into the incorporation of technology-assisted storytelling in the EFL context to foster interactive ways for beginner learners’ multimodal learning.