Digital storytelling, a modern pedagogical strategy that combines narrative techniques with digital media, has attracted considerable interest due to its potential in English as a Second Language (ESL) educational contexts, particularly in higher education settings. This study undertook a comprehensive investigation to determine the effects of digital storytelling on three key aspects: motivation, engagement, and proficiency of English as a Second Language (ESL) learners in tertiary education institutions. Utilising a survey methodology, a heterogeneous group of English as a Second Language (ESL) students from several colleges actively engaged in the research process, contributing valuable data via a carefully crafted mixed-methods questionnaire. The data revealed a significant rise in intrinsic and extrinsic motivational factors among learners engaged in digital storytelling activities. Simultaneously, there was an apparent increase in student involvement, indicating a more enhanced learning experience. One notable observation was a clear beneficial relationship between utilising digital storytelling and enhancing language ability among the individuals involved. The findings of this study highlight the significant impact that digital storytelling may have on English as a Second Language (ESL) teaching at the university level. The research supports that digital storytelling should be more widely included in ESL pedagogy to enhance language learning experiences.
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