Digital Storytelling in English Language Teaching (2015–2025): A Narrative Review of Outcomes and Design Principles
Abstract
Digital storytelling (DST) has matured from a novelty technology to a principled pedagogy within English language teaching (ELT). This narrative review synthesises empirical evidence published between 2015 and 2025 across Web of Science, Scopus, and ScienceDirect to address two questions: what effects does DST have on core language outcomes and affect in ELT, and which implementation features are associated with stronger results? Drawing on classroom‐based experimental, quasi-experimental, mixed-methods, design-based and analytical observational studies, we find convergent evidence that DST improves speaking performance while reducing speaking anxiety and strengthening learners’ self-regulation. Writing gains are likewise robust and more fine-grained when assessed through CALF: complexity, accuracy, lexical diversity, and fluency; particularly in courses that stage DST as a multi-week composing cycle. Vocabulary growth is most consistent when stories are learner-generated and target words are embedded in narration and peer review. Design clearly matters: scripted collaboration (with explicit roles and checkpoints) and, in some contexts, social-embodied facilitation (e.g., robots) amplify engagement and learning beyond “tool-first” DST. Persistent gaps include limited attention to listening and reading outcomes, infrequent delayed post-tests beyond one month, and uneven reporting of duration and assessment anchors, all of which constrain cross-study comparability. We conclude with implications for course and assessment design, teacher education, and technology selection, and we outline priorities for longitudinal research and broader skill coverage to consolidate DST’s value proposition in ELT.References
Adnan, W. N. W. M, Husin, N., Hashim, N., & Setia, R. (2024). Digital infographics as a dynamic information-transfer model for academic discourse in language classroom. Akademika, 94(2), 438–453. https://doi.org/10.17576/akad-2024-9402-25
Ajabshir, Z. F. (2024). Empowering EFL writing through digital storytelling: A quasi‑experimental assessment of CALF and engagement. Acta Psychologica, 250, 104564. https://doi.org/10.1016/j.actpsy.2024.104564
Bai, Y., & Xian, H. (2024). Exploring the interplay of digital storytelling, L2 speaking skills, self‑regulation, and anxiety in an IELTS preparation course. Humanities & Social Sciences Communications, 11, 121. https://doi.org/10.1057/s41599-024-04109-8
Baumeister, R. F., & Leary, M. R. (1997). Writing narrative literature reviews. Review of General Psychology, 1(3), 311–320. https://doi.org/10.1037/1089-2680.1.3.311
Chen, C.‑H., & Yeh, H.‑C. (2025). Scripted synergy: Elevating EFL writing and creativity through collaborative digital storytelling. Technology, Pedagogy and Education. https://doi.org/10.1080/1475939X.2024.2382970
Eissa, A. (2019). Pedagogic effectiveness of digital storytelling in improving speaking skills of Saudi EFL learners. Arab World English Journal, 10(3), 409–421.
Ferrari, R. (2015). Writing narrative style literature reviews. Nurse Education Today, 35(5), 1–5. https://doi.org/10.1016/j.nedt.2015.02.006
Hung, H.‑T. (2019). Design‑based digital storytelling for EFL multiliteracies: A process‑tracing study. Education and Information Technologies, 24(4), 4017–4035. (ERIC record)
Liang, J.‑C., & Hwang, G.‑J. (2023). A robot‑based digital storytelling approach to enhancing EFL learners’ multimodal storytelling ability and narrative engagement. Computers & Education, 197, 104827. https://doi.org/10.1016/j.compedu.2023.104827
Nair, V., & Yunus, M. M. (2021). Digital storytelling to improve speaking skills in EFL/ESL: A systematic review. Sustainability, 13(17), 9829. https://doi.org/10.3390/su13179829
Nami, N., & Asadnia, F. (2024). Collaborative learner‑generated digital storytelling for vocabulary knowledge in EFL. System, 120, 103811. https://doi.org/10.1016/j.system.2023.103811
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., ... Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Paré, G., Trudel, M.-C., Jaana, M., & Kitsiou, S. (2015). Synthesizing information systems knowledge: A typology of literature reviews. Information & Management, 52(2), 183–199. https://doi.org/10.1016/j.im.2014.08.008
Radin, N. N. M., & Adam, A. F. M. (2024). Evaluating automated grammar corrective feedback tools: A comparative study of Grammarly and QuillBot in ESL expository essays. Akademika, 94(2), 474–491. https://doi.org/10.17576/akad-2024-9402-27
Rahimi, M., & Yadollahi, S. (2017). Effects of online vs. offline digital storytelling on English literacy development. Cogent Education, 4(1), 1285531. https://doi.org/10.1080/2331186X.2017.1285531
Roza, A., et al. (2023). Digital storytelling to foster academic public speaking for TEFL pre‑service students. Education Research International, 2023, 1–11. https://pmc.ncbi.nlm.nih.gov/articles/PMC9936128/
Snyder, H. (2019). Literature reviews as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Tatlı, Z. E., Saylan, S., & Kokoç, M. (2022). Online digital storytelling in an EFL course: Effects on speaking, vocabulary and cognitive load. Participatory Educational Research, 9(6), 41–60. https://doi.org/10.17275/per.22.123.9.6
Xiao, Y., & Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of Information Management, 59(1), 93–103. https://doi.org/10.1016/j.im.2018.10.003
Xu, Z., Mamat, R., & Zin, Z. M. (2024). Exploring the interconnections: Digital competence, teacher training and remote teaching. Akademika, 94(3), 108–125. https://doi.org/10.17576/akad-2024-9403-07
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.2025.103577
Downloads
Published
Issue
Section
License
It is the author's responsibility to ensure that his or her submitted work does not infringe any existing copyright. Furthermore, the author indemnifies the editors and publisher against any breach of such a warranty. Authors should obtain permission to reproduce or adapt copyrighted material and provide evidence of approval upon submitting the final version of a manuscript. This journal does not allow the author(s) to hold the copyright without restrictions or retain publishing rights without restrictions.
