Digital Storytelling in English Language Teaching: A Thematic Pedagogical Analysis of Language Development, Engagement, and Meaning-Making

Abstract

Digital storytelling (DST) has gained increasing attention in English Language Teaching (ELT) as an instructional approach that integrates narrative, technology, and learner-centered pedagogy. In contemporary educational contexts shaped by digital communication practices, language learning is no longer restricted to textual proficiency but involves multimodal meaning-making, learner agency, and identity construction. This study adopts a qualitative thematic research design to examine the pedagogical role of digital storytelling in enhancing language development, learner engagement, and meaning-making among undergraduate learners of English. Data were collected through classroom observations, learner reflective journals, semi-structured interviews, and analysis of student-produced digital stories during a structured instructional intervention. Thematic analysis revealed three interconnected themes: (i) language development through narrative construction and iterative linguistic negotiation, (ii) sustained cognitive and emotional engagement driven by creative ownership and audience awareness, and (iii) multimodal meaning-making as a scaffold for expression and comprehension. The findings indicate that digital storytelling functions as a transformative pedagogical framework rather than a supplementary technological tool. The study concludes by highlighting implications for ELT pedagogy, curriculum design, and teacher education in digitally mediated learning environments.