The Effect of Digital Storytelling on EFL Learners' Speaking Skills: A Systematic Literature Review
DOI:
https://doi.org/10.24090/34ztnn83Keywords:
Digital Storytelling (DST), EFL, Speaking Skills; Systematic Literature Review, PRISMAAbstract
Speaking remains a persistent challenge for many English as a Foreign Language (EFL) learners due to limited exposure and high anxiety. While Digital Storytelling (DST) has emerged as a promising technology-enhanced strategy to address these challenges, a focused synthesis of its recent effects on specific speaking components remains scarce. Guided by the PRISMA framework, this Systematic Literature Review (SLR) synthesized 10 empirical studies published between 2020 and 2026 to investigate the effects of DST on EFL learners' speaking skills and the contextual factors moderating its effectiveness. The methodological quality of the included studies was rigorously appraised using an adapted Mixed Methods Appraisal Tool (MMAT). Using thematic synthesis, the review identified three overarching analytical themes: (1) significant improvements in speaking performance components, particularly fluency, pronunciation, and vocabulary; (2) a notable reduction in speaking anxiety accompanied by increased learner confidence; and (3) enhanced learner motivation and engagement through creative, multimodal narrative tasks. The findings reveal that DST tool selection and pedagogical framework serve as critical moderating variables shaping oral linguistic outcomes.
References
Aman, N. H. A., Ruslin, R., & Syam, H. (2026). Education and Learning Enhancing EFL Students ’ Speaking Skills through Digital Storytelling : A Quasi-Experimental Study. 2(1), 22–28. https://doi.org/10.58920/edu0201563
Arroba, J., Acosta, H., Program, T. E., & Arroba, J. (2021). Authentic Digital Storytelling as Alternative Teaching Strategy to Develop Speaking Skills in EFL Classes. 14(1), 245–269.
Astuti, M. W. (2023). The Use of Digital Storytelling to Improve Students ’ Speaking Ability in Secondary EFL Classroom. 4(2), 190–202.
Bai, Y., & Xian, H. (2024). IELTS preparation course. Humanities and Social Sciences Communications, 1–15. https://doi.org/10.1057/s41599-024-04109-8
Deci, E. L., & Ryan, R. M. (2000). The “ What ” and “ Why ” of Goal Pursuits : Human Needs and the Self-Determination of Behavior. 11(4), 227–268.
Dewi, D. S., Saptiany, S. G., & Ria, T. N. (2025). Journal on English as a Foreign Language Examining the impact of digital storytelling and video-assisted instruction on speaking performance across self-regulated learning levels in an ESP context. 15(1), 110–134. https://doi.org/https://doi.org/10.23971/jefl.v15i1.9358
Fu, J. S., Yang, S., & Yeh, H. (2021). Exploring the impacts of digital storytelling on English as a foreign language learners ’ speaking competence. Journal of Research on Technology in Education, 0(0), 1–16. https://doi.org/10.1080/15391523.2021.1911008
Guti, M., & Sahar Abboud. (2024). Effects of Implementing the Digital Storytelling Strategy on Improving the Use of Various Forms of the Passive Voice in Undergraduate EFL Students ’ Oral Skills at the University Level. 4(4), 914–931. https://doi.org/https://doi.org/10.3390/digital14040045
Hong, Q. N., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.-P., Griffiths, F., Nicolau, B., O’Cathain, A., Rousseau, M.-C., Vedel, I., & Pluye, P. (2018). The Mixed Methods Appraisal Tool (MMAT) version 2018 for information professionals and researchers. Education for Information, 34, 1–7. https://doi.org/10.3233/EFI-180221
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition.
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Peter, C., Ioannidis, J. P. A., Clarke, M., Devereaux, P. J., & Kleijnen, J. (2009). ITALIAN OF PUBLIC HEALTH The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions : explanation and elaboration OF PUBLIC. 6(7). https://doi.org/https://doi.org/10.1371/journal.pmed.1000100
Lim, N., Zakaria, A., & Aryadoust, V. (2022). A systematic review of digital storytelling in language learning in adolescents and adults. Education and Information Technologies, 27. https://doi.org/10.1007/s10639-021-10861-0
Mayer, R. (2009). Multimedia Learning: Second Edition. In Multimedia Learning, Second Edition. https://doi.org/10.1017/CBO9780511811678
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta‐analyses: the PRISMA Statement. 3(2), 123–130. https://doi.org/https://doi.org/10.1371/journal.pmed.1000097
Nair, V. (2022). Using Digital Storytelling to Improve Pupils ’ Speaking Skills in the Age of COVID 19. 14(15). https://doi.org/https://doi.org/10.3390/su14159251
Nair, V., & Yunus, M. mMd. (2021). A Systematic Review of Digital Storytelling in Improving Speaking Skills. 13(17). https://doi.org/https://doi.org/10.3390/su13179829
Nuriyah, & Pahamzah. (2024). Ideguru : Jurnal Karya Ilmiah Guru. 9(3), 1903–1908. https://doi.org/https://doi.org/10.51169/ideguru.v9i3.1041
Ong, C., & Aryadoust, V. (2023). A review of digital storytelling in language learning in children : methods , design and reliability. 18(11), 1–25. https://doi.org/https://doi.org/10.58459/rptel.2023.18011
Roza, Z., & Rustam, S. (2023). Digital storytelling to facilitate academic public speaking skills : case study in culturally diverse multilingual classroom. Journal of Computers in Education, 0123456789. https://doi.org/10.1007/s40692-023-00259-x
Tatli, Akgunduz, & Cinar. (2022). Digital Storytelling in an Online EFL Course : Influences on Speaking , Vocabulary , and Cognitive Load Zeynep Tatlı Mehmet Kokoç. 9(November), 89–112. https://doi.org/https://doi.org/10.17275/per.22.122.9.6
Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. 10, 1–10. https://doi.org/10.1186/1471-2288-8-45
Ursua, J. N., Saripa, A., & Jai-on, K. (2025). Enhancing EFL Learners ’ Critical Thinking and Speaking Skills Through Digital Storytelling in a Problem-Based Learning Framework. 11(June), 11–21.
Veyis, F., Gözüyeşil, E., & Ciğerci, F. (2025). The effect of digital storytelling on students’ language skills performance: a meta-analytic study. Education and Information Technologies, 30, 24463–24501. https://doi.org/10.1007/s10639-025-13722-2
Xu, A., & 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. https://doi.org/10.6007/IJARBSS/v13-i12/19903
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Selvi
This work is licensed under a Creative Commons Attribution 4.0 International License.
