A Systematic Review of Digital Storytelling Elements Influencing Affective Factors in EFL/ESL Contexts
DOI:
https://doi.org/10.17507/tpls.1509.27Keywords:
affective factors, DST elements, EFL/ ESL contexts, systematic literature reviewAbstract
Digital storytelling (DST) has emerged as a powerful pedagogical tool for enhancing learner engagement and emotional involvement in language education. This study aims to systematically examine how specific elements of DST contribute to the development of affective factors in English as a foreign language (EFL) or English as a second language (ESL) learning contexts. This systematic literature review investigates studies from 2015 to 2024 on the specific elements of DST influencing affective factors in EFL/ESL teaching contexts. Using the PRISMA framework, 43 studies from Scopus and Web of Science were systematically analyzed. DST research has grown significantly, particularly after 2019, with a notable peak in 2023, reflecting its rising pedagogical relevance in EFL/ESL education. The analysis revealed five clusters of DST elements: content and real-world integration, multimodal and technological enhancement, collaborative and social learning, story design, and performance and expressive communication. Most studies focused on university-level learners, followed by primary and junior high school students, and predominantly employed mixed-methods designs. Motivation, engagement, confidence, enjoyment, and anxiety are the most frequently studied affective factors in DST implementation, highlighting their influence on EFL/ESL learning outcomes. The findings highlight DST’s potential to foster affective development in language learners. Future research is encouraged to explore its long-term emotional impact across educational levels and examine the role of emerging technology, such as artificial intelligence in optimizing DST practices.
References
Abd Rahman, N. F. N., Misman, J., Muhammad Shaharudin, M. I., & Arshad, A. (2022). Using Digital Storytelling in Speaking Activities for Low-Proficiency Tertiary Students. International Journal of Academic Research in Business and Social Sciences, 12(11), Pages 1518-1527. https://doi.org/10.6007/IJARBSS/v12-i11/15672
Afzali, K., & Astaraki, H. (2021). A Multimodal Analysis of Iranian EFL Learners Willingness to Participate in Collaborative Tasks: A Conversation Analysis Approach. Applied Research on English Language, 10(4), 167–190. https://doi.org/10.22108/are.2021.127378.1687
Akay, C. (2018). Digital Drama versus Digital Story: Do They Really Matter on Pre-Service EFL Teachers’ Attitudes towards Instructional Technologies and Material Developing Skills / Digitalna drama nasuprot digitalnoj priči: jesu li uopće važne za stajališta budućih učite. Croatian Journal of Education - Hrvatski Časopis Za Odgoj i Obrazovanje, 20(2), 431–462. https://doi.org/10.15516/cje.v20i2.2636
Al Ghaithi, A., Behforouz, B., & Al Balushi, A. K. (2023). Exploring the Effects of Digital Storytelling in Omani EFL Students’ Self-Directed Learning, Motivation, and Vocabulary Improvements. Studies in Self-Access Learning Journal, 14(4), 415–437. https://doi.org/10.37237/140402
Alemi, M., Salmani Givi, S., & Rezanejad, A. (2022). The Role of Digital Storytelling in EFL Students’ Writing Skill and Motivation. Language Teaching Research Quarterly, 32, 16–35. https://doi.org/10.32038/ltrq.2022.32.02
Azis, Y. A. & Husnawadi. (2020). Collaborative Digital Storytelling-based Task for EFL Writing Instruction: Outcomes and Perceptions. The Journal of AsiaTEFL, 17(2), 562–579. https://doi.org/10.18823/asiatefl.2020.17.2.16.562
Bashirnezhad, H., & Yousefi, A. (2017). Digital storytelling listening influence on Iranian intermediate EFL learners’ pronunciation. QUID: Investigación, Ciencia y Tecnología, (1), 1702-1707.
Benmayor, R. (2008). Digital Storytelling as a Signature Pedagogy for the New Humanities. Arts and Humanities in Higher Education, 7(2), 188–204. https://doi.org/10.1177/1474022208088648
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chen, H.-J. (2024). Multimodal digital storytelling presentations in EFL contexts: Learning outcomes, positive/negative affects, and perception between high-/low-achieving learners. Innovation in Language Learning and Teaching, 18(2), 181–196. https://doi.org/10.1080/17501229.2023.2255977
Chen Hsieh, J. (2021). Digital Storytelling Outcomes and Emotional Experience among Middle School EFL Learners: Robot‐Assisted versus PowerPoint‐Assisted Mode. TESOL Quarterly, 55(3), 994–1010. https://doi.org/10.1002/tesq.3043
Chen Hsieh, J. (2022). Multimodal Digital Storytelling Presentations among Middle-School Learners of English as a Foreign Language: Emotions, Grit and Perceptions. RELC Journal, 003368822211022. https://doi.org/10.1177/00336882221102233
Chen Hsieh, J., & Lee, J. S. (2023). Digital storytelling outcomes, emotions, grit, and perceptions among EFL middle school learners: Robot-assisted versus PowerPoint-assisted presentations. Computer Assisted Language Learning, 36(5–6), 1088–1115. https://doi.org/10.1080/09588221.2021.1969410
Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. SAGE Publications.
Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274. https://doi.org/10.14746/ssllt.2014.4.2.5
Dornyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge. https://doi.org/10.4324/9781315779553
Fonseca, P., de Lurdes Martins, M., & Pereira, J. (2024). Photography and digital storytelling in English for tourism classroom. Educational Media International, 61(1–2), 57–74. https://doi.org/10.1080/09523987.2024.2357951
Fu, J. S., Yang, S.-H., & Yeh, H.-C. (2022). Exploring the impacts of digital storytelling on English as a foreign language learners’ speaking competence. Journal of Research on Technology in Education, 54(5), 679–694. https://doi.org/10.1080/15391523.2021.1911008
González Mesa, P. A. (2020). Digital Storytelling: Boosting Literacy Practices in Students at A1-Level. HOW, 27(1), 83–104. https://doi.org/10.19183/how.27.1.505
Gregori-Signes, C. (2014). Digital Storytelling and Multimodal Literacy in Education. Porta Linguarum Revista Interuniversitaria de Didáctica de Las Lenguas Extranjeras. https://doi.org/10.30827/Digibug.53745
Guzmán Gámez, D. Y., & Moreno Cuellar, J. A. (2019). The Use of Plotagon to Enhance the English Writing Skill in Secondary School Students. Profile: Issues in Teachers´ Professional Development, 21(1), 139–153. https://doi.org/10.15446/profile.v21n1.71721
Hava, K. (2021). Exploring the role of digital storytelling in student motivation and satisfaction in EFL education. Computer Assisted Language Learning, 34(7), 958–978. https://doi.org/10.1080/09588221.2019.1650071
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125. https://doi.org/10.2307/327317
Huang, H. D. (2023). Examining the Effect of Digital Storytelling on English Speaking Proficiency, Willingness to Communicate, and Group Cohesion. TESOL Quarterly, 57(1), 242–269. https://doi.org/10.1002/tesq.3147
Huang, Y.-Y., Liu, C.-C., Wang, Y., Tsai, C.-C., & Lin, H.-M. (2017). Student engagement in long-term collaborative EFL storytelling activities: An analysis of learners with English proficiency differences. Journal of Educational Technology & Society, 20(3), 95–109.
Hwang, W.-Y., Shadiev, R., Hsu, J.-L., Huang, Y.-M., Hsu, G.-L., & Lin, Y.-C. (2016). Effects of storytelling to facilitate EFL speaking using Web-based multimedia system. Computer Assisted Language Learning, 29(2), 215–241. https://doi.org/10.1080/09588221.2014.927367
Kajder, S. B. (2004). Enter Here: Personal Narrative and Digital Storytelling. The English Journal, 93(3), 64. https://doi.org/10.2307/4128811
Karimova, G., Ishanov, P., Mukanova, S., Odintsova, S., & Aratayeva, A. (2023). The Effects of Using Digital Stories and Media in Foreign Language Teaching. International Journal of Education in Mathematics, Science and Technology, 11(5), 1113–1130. https://doi.org/10.46328/ijemst.3599
Khan, S., & Ziden, A. A. (2022). A Systematic Review of the Effect of Digital Storytelling on Affective Factors in Improving Speaking Skills. 2022 IEEE 2nd International Conference on Educational Technology (ICET), 15, 81–85. https://doi.org/10.1109/ICET55642.2022.9944542
Kim, S. (2014). Developing autonomous learning for oral proficiency using digital storytelling. Language Learning and Technology, 18, 20–35.
Kristiawan, D., Ferdiansyah, S., & Picard, M. (2022). Promoting Vocabulary Building Learning Motivation and Cultural Identity Representation through Digital Storytelling for Young Indonesian Learners of English as a Foreign Language. Iranian Journal of Language Teaching Research, 10(1), 19–36. https://doi.org/10.30466/ijltr.2022.121120
Le, V. H. H. (2020). Digital storytelling with Puppet Pals to generate freshmen’s enjoyment in English speaking. Call-Ej, 21(3), 175–197.
Lee, S.-M., & Park, M. (2020). Reconceptualization of the context in language learning with a location-based AR app. Computer Assisted Language Learning, 33(8), 936–959. https://doi.org/10.1080/09588221.2019.1602545
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, 201, 104827. https://doi.org/10.1016/j.compedu.2023.104827
Lin, X.-F., Zhou, W., Huang, S., Huang, H., Huang, X., Wang, Z., Zhou, Y., Wang, J., Xian, X., Li, W., & Liang, Z.-M. (2024). A concept mapping-based mobile storytelling approach for promoting students’ creative agency: An experimental study. Educational Technology & Society, 27(2), 43–59.
Liu, C.-C., Wang, P.-C., & Tai, S.-J. D. (2016). An analysis of student engagement patterns in language learning facilitated by Web 2.0 technologies. Recall, 28(2), 104–122. https://doi.org/10.1017/S095834401600001X
Liu, C.-C., Yang, C.-Y., & Chao, P.-Y. (2019). A longitudinal analysis of student participation in a digital collaborative storytelling activity. Educational Technology Research and Development, 67(4), 907–929. https://doi.org/10.1007/s11423-019-09666-3
Liu, K.-P., Tai, S.-J. D., & Liu, C.-C. (2018). Enhancing language learning through creation: The effect of digital storytelling on student learning motivation and performance in a school English course. Educational Technology Research and Development, 66(4), 913–935. https://doi.org/10.1007/s11423-018-9592-z
Liu, M.-C., Huang, Y.-M., & Xu, Y.-H. (2018). Effects of individual versus group work on learner autonomy and emotion in digital storytelling. Educational Technology Research and Development, 66(4), 1009–1028. https://doi.org/10.1007/s11423-018-9601-2
Luan, L., Yi, Y., Hwang, G.-J., Dong, Y., Jing, B., & Liu, J. (2024). Facilitating EFL learners’ willingness to communicate amidst the pandemic: A digital storytelling-based online flipped learning approach. Innovation in Language Learning and Teaching, 18(2), 139–154. https://doi.org/10.1080/17501229.2023.2241436
Lui, A. K. F., Poon, M. H. M., & Ng, S. C. (2018). A Digital Storytelling Group Assignment for Fostering Sense of Belonging of First-Year Students. In S. K. S. Cheung, L. Kwok, K. Kubota, L.-K. Lee, & J. Tokito (Eds.), Lecture Notes in Computer Science (pp. 136–147). Springer International Publishing. https://doi.org/10.1007/978-3-319-94505-7_11
MacIntyre, P. D., & Gardner, R. C. (1994). The Subtle Effects of Language Anxiety on Cognitive Processing in the Second Language. Language Learning, 44(2), 283–305. https://doi.org/10.1111/j.1467-1770.1994.tb01103.x
MacIntyre, P., & Gregersen, T. (2012). Affect: The role of language anxiety and other emotions in language learning. In S. Mercer, S. Ryan, & M. Williams (Eds.), Psychology for Language Learning: Insights from Research, Theory and Practice (pp. 103–118). Palgrave Macmillan UK. https://doi.org/10.1057/9781137032829_8
Makarova, E. N., & Pirozhkova, I. S. (2021). New educational technologies to develop foreign language communicative competence of non—Linguistic students: Digital storytelling. Philological Class, 26(3), 231–242. https://doi.org/10.51762/1FK-2021-26-03-20
Maravelaki, S., & Panagiotidis, P. (2022). Α Digital Storytelling MOOC for Foreign Language Learning with a Focus on L2 Speaking and Writing, 3402–3411. https://doi.org/10.21125/edulearn.2022.0831
Meletiadou, E. (2022). Using educational digital storytelling to enhance multilingual students’ writing skills in higher education. IAFOR Journal of Education, 10(2), 111–130. https://doi.org/10.22492/ije.10.2.06
Mora, C. F., & Arnold, J. (2000). Affect in Language Learning. TESOL Quarterly, 34(4), 790. https://doi.org/10.2307/3587794
Morgado, M., & Vesala-Varttala, T. (2023). Digital storytelling as practice-based participatory pedagogy for English for specific purposes. Language Learning in Higher Education, 13(1), 175–200. https://doi.org/10.1515/cercles-2023-2014
Nair, V., & Yunus, M. M. (2021). A Systematic Review of Digital Storytelling in Improving Speaking Skills. Sustainability, 13(17), Article 17. https://doi.org/10.3390/su13179829
Nami, F., & Asadnia, F. (2024). Exploring the effect of EFL students’ self-made digital stories on their vocabulary learning. System, 120, 103205. https://doi.org/10.1016/j.system.2023.103205
Nasir, W. M. F. W. M., Halim, L., & Arsad, N. M. (2024). Digital Storytelling Learning Outcomes and Critical Factors: A Scoping Review. International Journal of Learning, Teaching and Educational Research, 23(5), Article 5. https://doi.org/10.26803/ijlter.23.5.17
Nikolaevna, M. E., & Anatolievna, G. N. (2023). Algorithm of language education at non-linguistic university. Philological Class, 28(2), 205–219.
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. PLOS Medicine, 18(3), e1003583. https://doi.org/10.1371/journal.pmed.1003583
Parsazadeh, N., Cheng, P.-Y., Wu, T.-T., & Huang, Y.-M. (2021). Integrating Computational Thinking Concept Into Digital Storytelling to Improve Learners’ Motivation and Performance. Journal of Educational Computing Research, 59(3), 470–495. https://doi.org/10.1177/0735633120967315
Peña-Acuña, B., & Navarro-Martínez, Ó. (2023). The Promotion of Originality Perceived in Two Multimodal Storytelling Applications: Storybird and Scratch. Education Sciences, 14(1), 21. https://doi.org/10.3390/educsci14010021
Peng, H., Jager, S., & Lowie, W. (2023). Complexity and dynamicity of EFL learners’ multi-dimensional engagement in digital storytelling tasks: An exploratory case study. The Language Learning Journal, 1–16. https://doi.org/10.1080/09571736.2023.2244513
Raffone, A. (2022). Gamifying English Language Learning through Interactive Storytelling and MALL Technologies. Language Teaching Research, 136216882211102. https://doi.org/10.1177/13621688221110206
Rahmayanti, C. F. (2023). A systematic review of digital storytelling in improving speaking skills for young learners. Jurnal Penelitian, Pendidikan, Dan Pembelajaran, 18(34), Article 34. https://jim.unisma.ac.id/index.php/jp3/article/view/22819
Robin, B. (2011). The educational uses of digital storytelling. Proceedings of Society for Information Technology & Teacher Education International Conference 2006.
Robin, B. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, 30, 17–29.
Robin, B. R. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom. Theory Into Practice, 47(3), 220–228. https://doi.org/10.1080/00405840802153916
Roy, A. (2024a). Impact of Digital Storytelling on Middle School Students’ Attitudes Toward English Language Learning. International Journal of Web-Based Learning and Teaching Technologies, 19(1), 1–21. https://doi.org/10.4018/IJWLTT.352496
Roy, A. (2024b). Impact of Digital Storytelling on Motivation in Middle School English Classrooms. International Journal of Computer-Assisted Language Learning and Teaching, 14(1), 1–20. https://doi.org/10.4018/IJCALLT.353434
Sancar-Tokmak, H., & Yanpar-Yelken, T. (2015). Effects of creating digital stories on foreign language education pre-service teachers’ TPACK self-confidence. Educational Studies, 41(4), 444–461. https://doi.org/10.1080/03055698.2015.1043978
Sarıca, H. Ç. (2023). Emotions and digital storytelling in the educational context: A systematic review. Review of Education, 11(3), e3430. https://doi.org/10.1002/rev3.3430
Shen, X., Hao, C., & Peng, J.-E. (2022). Promoting EFL learners’ willingness to communicate through transmediation in a digital storytelling workshop. Journal of Multilingual and Multicultural Development, 1–18. https://doi.org/10.1080/01434632.2022.2086257
Staley, B., & Freeman, L. A. (2017). Digital storytelling as student-centred pedagogy: Empowering high school students to frame their futures. Research and Practice in Technology Enhanced Learning, 12(1), 21. https://doi.org/10.1186/s41039-017-0061-9
Tahriri, A., Tous, M. D., & Movahedfar, S. (2015). The impact of digital storytelling on EFL learners’ oracy skills and motivation. International Journal of Applied Linguistics and English Literature, 4(3), 144–153. https://doi.org/10.7575/aiac.ijalel.v.4n.3p.144
Thomas, K. M., & Wheeler, W. C. (2022). Digital storytelling in the time of COVID: Developing writing pedagogies with pre-service teachers. AILACTE Journal, 19, 39–73.
Tsou, W., Wang, W., & Tzeng, Y. (2006). Applying a multimedia storytelling website in foreign language learning. Computers & Education, 47(1), 17–28. https://doi.org/10.1016/j.compedu.2004.08.013
Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning, 24(3), 199–210. https://doi.org/10.1080/09588221.2010.538701
Zarei, M., & Navidinia, H. (2024). Improving EFL students’ writing skills through digital storytelling. Call-Ej, 25, 108–128.
Ze Xu, A. O., & Hashim, H. (2023). Digital Storytelling’s Impact on ESL Learners’ Speaking Skills (2019-2023): A Systematic Review. International Journal of Academic Research in Business and Social Sciences, 13(12), Pages 947-962. https://doi.org/10.6007/IJARBSS/v13-i12/19903
