Digital Storytelling in English Language Teaching (2015–2025): A Narrative Review of Outcomes and Design Principles

Abstract

Digital storytelling (DST) has matured from a novelty technology to a principled pedagogy within English language teaching (ELT). This narrative review synthesises empirical evidence published between 2015 and 2025 across Web of Science, Scopus, and ScienceDirect to address two questions: what effects does DST have on core language outcomes and affect in ELT, and which implementation features are associated with stronger results? Drawing on classroom‐based experimental, quasi-experimental, mixed-methods, design-based and analytical observational studies, we find convergent evidence that DST improves speaking performance while reducing speaking anxiety and strengthening learners’ self-regulation. Writing gains are likewise robust and more fine-grained when assessed through CALF: complexity, accuracy, lexical diversity, and fluency; particularly in courses that stage DST as a multi-week composing cycle. Vocabulary growth is most consistent when stories are learner-generated and target words are embedded in narration and peer review. Design clearly matters: scripted collaboration (with explicit roles and checkpoints) and, in some contexts, social-embodied facilitation (e.g., robots) amplify engagement and learning beyond “tool-first” DST. Persistent gaps include limited attention to listening and reading outcomes, infrequent delayed post-tests beyond one month, and uneven reporting of duration and assessment anchors, all of which constrain cross-study comparability. We conclude with implications for course and assessment design, teacher education, and technology selection, and we outline priorities for longitudinal research and broader skill coverage to consolidate DST’s value proposition in ELT.