Exploring Digital Storytelling for Enhancing Learner Engagement in English Language Classrooms
Abstract
Digital storytelling (DST) integrates multimedia elements such as text, images, audio, and video to create interactive learning environments that enhance learner engagement in English language classrooms. While previous studies highlight its benefits for motivation, participation, and language development, differences across learner levels and learning contexts remain underexplored. This study examined the effects of digital storytelling on students’ motivation, classroom participation, and the development of listening, speaking, reading, and writing skills. A quantitative research design was employed, and data were collected through a self-administered questionnaire from 400 students at primary, secondary, and tertiary levels. The survey measured motivation, participation and interaction, language skill development, and students’ perceptions of DST. Descriptive statistics were used to analyze trends in engagement and skill improvement. The results indicated that DST positively influenced student motivation, with moderate improvements in intrinsic and extrinsic motivation, enjoyment, and self-efficacy. Students demonstrated increased active participation and collaboration, although social interaction varied among individuals. Reading showed the strongest improvement among language skills, followed by moderate gains in speaking and writing, while listening improved steadily. Overall, students reported moderate satisfaction and perceived learning value, with some variation in confidence when using digital tools. The findings suggest that digital storytelling is an effective instructional approach for fostering motivation, participation, and meaningful language development in English classrooms.
References
Ajabshir, Z. F. (2024). Empowering EFL writing through digital storytelling: A quasi-experimental assessment of CALF measures and multidimensional engagement. Acta Psychologica, 250, 104564. https://doi.org/10.1016/j.actpsy.2024.104564
Alfaleh, M., Albasis, H. H., & Mohamed, A. M. (2025). EFL learners’ motivation and engagement with oral reading activities and AI tools: Exploring the effect of gender, study level and English language proficiency. Cogent Education, 12(1), 2542395. https://doi.org/10.1080/2331186X.2025.2542395
Boiko, O., Hurskaya, V., Moroz, T., Tron, T. V., & Kozak, V. (2025). Analysis of methods of teaching english as a foreign language using multimedia technologies. Eduweb, 19(2), 70–81. https://doi.org/10.46502/issn.1856-7576/2025.19.02.5
Dhivya, D. S., Hariharasudan, A., & Nawaz, N. (2023). Unleashing potential: Multimedia learning and Education 4.0 in learning Professional English Communication. Cogent Social Sciences, 9(2), 2248751. https://doi.org/10.1080/23311886.2023.2248751
Gita, D. U., Ferede, B., & Tondeur, J. (2025). Exploring the association between digital storytelling and self-regulated learning: A review of claims. Computers and Education Open, 9, 100267. https://doi.org/10.1016/j.caeo.2025.100267
Hossain, K. I. (2024). Reviewing the role of culture in English language learning: Challenges and opportunities for educators. Social Sciences & Humanities Open, 9, 100781. https://doi.org/10.1016/j.ssaho.2023.100781
Kieu Oanh, P. T., & Hong Nhung, N. T. (2022). Constructivism learning theory: A Paradigm for Teaching and Learning English in secondary education in Vietnam. International Journal of Scientific and Research Publications, 12(12), 93–98. https://doi.org/10.29322/IJSRP.12.12.2022.p13211
Namaziandost, E., & Çelik, F. (2025). Revealing the effects of task complexity through digital storytelling on learning consonant clusters and language mindsets in EFL learners: A mixed-methods analysis. Acta Psychologica, 258, 105295. https://doi.org/10.1016/j.actpsy.2025.105295
Rahayu, F. S., Nugroho, L. E., Ferdiana, R., & Setyohadi, D. B. (2022). Motivation and Engagement of Final-Year Students When Using E-learning: A Qualitative Study of Gamification in Pandemic Situation. Sustainability, 14(14), 8906. https://doi.org/10.3390/su14148906
Thomas, S., & Manalil, P. (2025). Digital storytelling and the pedagogy of belonging: Reimagining inclusion in higher education. Frontiers in Communication, 10, 1630596. https://doi.org/10.3389/fcomm.2025.1630596
Wang, Q. (2025). Re-discover student engagement from the perspective of definition and influencing factors. Frontiers in Psychology, 15, 1428668. https://doi.org/10.3389/fpsyg.2024.1428668
Wang, Z., Law, T. S.-T., & Yeung, S. S. S. (2025). Let robots tell stories: Using social robots as storytellers to promote language learning among young children. Computers in Human Behavior: Artificial Humans, 6, 100210. https://doi.org/10.1016/j.chbah.2025.100210
Ye, X. (2024). A review of classroom environment on student engagement in English as a foreign language learning. Frontiers in Education, 9, 1415829. https://doi.org/10.3389/feduc.2024.1415829
Yu, B., & Wang, W. (2025). Using digital storytelling to promote language learning, digital skills and digital collaboration among English pre-service teachers. System, 129, 103577. https://doi.org/10.1016/j.system.2024.103577
Copyright (c) 2026 Md. Shahjalal, Mohammad Serajuddin, Runa Akter
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (https://creativecommons.org/licenses/by-nc-nd/4.0/).
