Exploring Digital Storytelling for Enhancing Learner Engagement in English Language Classrooms

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.