This study aims to examine the impact of integrating digital storytelling (DST) into English instruction within a vocational college English as a Foreign Language (EFL) context in southwestern China. Specifically, it investigates the effects of DST on students' English language performance and affective engagement, with particular attention to foreign language speaking anxiety (FLSA) and willingness to communicate (WTC).
A six-week DST intervention was implemented with 50 students in a natural class setting. A mixed-methods approach was adopted, involving pre- and post-test writing assessments, affective factor questionnaires and a focus group discussion.
Quantitative analysis revealed a statistically significant improvement in students' writing performance following the intervention. Although changes in FLSA and WTC were not statistically significant, effect size analysis indicated slight positive trends in affective engagement. Qualitative findings further highlighted increased learner motivation, confidence and willingness to express themselves in English, particularly through collaborative task completion and multimodal composition. The results suggest that DST creates a supportive yet cognitively demanding environment that facilitates both language production and emotional engagement.
This study extends DST research by exploring its application in the underexplored EFL context of vocational colleges. By linking DST with affective factors like FLSA and WTC, it offers fresh insights into the connection between multimodal writing and emotional engagement. The findings suggest practical ways to boost learner motivation and confidence, particularly in low-resource EFL settings.
