THE IMPACT OF DIGITAL STORYTELLING ON EFL LEARNERS’ SPEAKING AND LISTENING SKILLS

Abstract

Abstract: The rapid development of digital technologies has transformed contemporary English language teaching and created new opportunities for developing learners’ communicative competence. Among technology-enhanced pedagogical approaches, digital storytelling has attracted increasing attention because it combines narration, visual materials, audio, text, and learner-generated content in a meaningful communicative context. This article examines the impact of digital storytelling on English as a Foreign Language (EFL) learners’ speaking and listening skills through an integrative review of recent research. Particular attention is given to the ways in which digital storytelling supports speaking fluency, pronunciation, vocabulary development, learner confidence, listening comprehension, engagement, and multimodal understanding. Previous research indicates that digital storytelling can provide learners with opportunities for repeated oral practice, meaningful language production, authentic listening input, and contextualized vocabulary learning. Recent empirical evidence also suggests that digital storytelling may improve both speaking performance and comprehension of authentic spoken English. However, its effectiveness depends on factors such as learners’ proficiency level, task design, duration of intervention, teacher preparation, technological accessibility, and the quality of digital materials. The article argues that digital storytelling should not be regarded simply as a technological supplement but as a structured pedagogical approach that can integrate receptive and productive language skills. The study concludes with practical implications for EFL teachers and recommendations for future research.