Digital Storytelling in English Language Learning: A Literature Review on Its Impact on Speaking Skills and Digital Literacy Among Efl Learners

Abstrak

Abstract The rapid development of digital technology has transformed educational practices and encouraged the adoption of innovative teaching strategies in English as a Foreign Language (EFL) classrooms. Among various technology-enhanced learning approaches, digital storytelling has gained considerable attention due to its ability to integrate language learning with digital competence development. This study aims to review previous research regarding the impact of digital storytelling on speaking skills and digital literacy among EFL learners. The study employed a literature review method by analyzing peer-reviewed journal articles published between 2021 and 2026. The reviewed studies were obtained from Scopus-indexed journals, DOAJ-indexed journals, and other reputable academic databases. The findings indicate that digital storytelling contributes positively to the improvement of pronunciation, fluency, vocabulary mastery, confidence, and communicative competence. Furthermore, digital storytelling promotes digital literacy through multimedia production, information management, critical evaluation of digital resources, and technology-based communication. Despite several implementation challenges, including technological limitations and varying levels of digital competence, digital storytelling remains an effective pedagogical approach for integrating language learning and twenty-first-century skills. The review concludes that digital storytelling offers significant benefits for EFL education and should be further integrated into language teaching practices. Keywords: digital storytelling; speaking skills; digital literacy; EFL learners; literature review