Facilitating English Language Learning Through Digital Storytelling; A Systematic Literature Review

Abstract

This systematic review analyzes the effectiveness of Digital Storytelling (DST) as a teaching tool for learning English. It integrates and critiques prior research regarding the tool's effectiveness, theoretical justification, and challenges in implementation. Indicative studies do point DST's potential to promote certain critical language skills as a result of the motivation, autonomy, and critical thinking an individual DST learner develops. It is true the motivation is a positive factor, yet autonomy is an achievement. It is notable for many studies DST is based on the combination of constructivist and multimodal learning theories. DST accomplishes the development of writing fluency, the speaking skill, and vocabulary acquisition in language learning. Most importantly, the review outlines the major and critical shortcomings in the existing studies. Most importantly the review outlines critical research gaps. The largest of these is probably the absence of longitudinal studies to verify the retention of language skills over time. In addition, most uses of DST lack attention to the specific linguistic subsystems, such as pragmatic competence or complex syntax, that might be addressed through task design. The prospect of studying multimodal constructs opens new avenues for research, given data's efficiency in enhancing learning. The lack of longitudinal, empirical studies that capture learning over time is a critical missed opportunity. There is great potential for multimodal DST methods to change student learning, but the main gap that defines the research gap for DST is the lack of documentation for longitudinal learning.