Digital Storytelling in Indonesian EFL Higher Education: A Mixed-Methods Study of Narrative Writing Development

Yuti Yuniarti

doi:10.69820/jeltlal.v4i1.515

Authors

Yuti Yuniarti Universitas Muhammadiyah Bandung

DOI:

https://doi.org/10.69820/jeltlal.v4i1.515

Keywords:

digital storytelling, narrative writing, EFL learners, multimodal literacy, sociocultural theory, mixed-methods research

Abstract

This study examines the impact of digital storytelling (DST) on the narrative writing skills of English as a Foreign Language (EFL) learners in an Indonesian higher education context. Using a mixed-methods explanatory sequential design, the study included a quasi-experimental phase with pre-tests and post-tests, comparing an experimental group (n=35) with a control group (n=34). The experimental group demonstrated a significant improvement in narrative writing scores, with a large effect size (Cohen’s d = 1.92), particularly in organization, content, and vocabulary. Qualitative data from semi-structured interviews and student reflections revealed that the improvement was driven by increased student motivation, greater ownership of the writing process, and metacognitive gains in narrative structure. Challenges included technical skills and language use, but the findings suggest that DST, supported by sociocultural and multimodal learning theories, is an effective strategy for enhancing EFL narrative writing instruction. These results have practical implications for educators looking to engage students in more authentic and motivating writing tasks.

References

Ajabshir, Z. F. (2024). Empowering EFL Writing through Digital Storytelling: A Mixed Methods Study of Writing Performance. Educational Research Journal.

Alemi, M., Givi, S. S., & Rezanejad, A. (2022). The Role of Digital Storytelling in EFL Students’ Writing Skill and Motivation. Language Teaching Research Quarterly, 32, 16–35.

Baralt, M., & Gómez, J. M. (2017). Task-based language teaching online: A guide for teachers. Language Learning & Technology, 21(3), 28–43.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.

Castillo Cuesta, L. M., et al. (2021). Using Digital Storytelling as a Strategy for Enhancing EFL Writing Skills. International Journal of Emerging Technologies in Learning (iJET) — A quasi experimental study with control/experimental groups showing writing improvements.

Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.

Dewey, J. (1938). Experience and education. Macmillan.

Drajati, N. A., Tan, L., Tyarakanita, A., & Wijaya, S. A. (2025). Digital Storytelling Projects in Developing Indonesian EFL Pre Service Teachers’ Metasemiotic Awareness. Indonesian Journal of Applied Linguistics.

Hafner, C. A., & Miller, L. (2019). Fostering learner autonomy in English for science: A collaborative digital video project in a technological learning environment. Language Learning & Technology, 23(1), 85–103. (Already present)

Hung, C.-M., Hwang, G.-J., & Huang, I. (2012). A project-based digital storytelling approach for improving students’ learning motivation, problem-solving competence and learning achievement. Journal of Educational Technology & Society, 15(4), 368–379.

Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B. (1981). Testing ESL composition: A practical approach. Newbury House.

Kress, G. (2003). Literacy in the new media age. Routledge.

Lambert, J. (2013). Digital storytelling: Capturing lives, creating community (4th ed.). Routledge.

Miao, X., & Li, L. (2024). Digital Storytelling in EFL Education: Learning Outcomes & Methodologies. International Journal of English and Linguistics Studies.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

Nguyen, T. T. M., Nguyen, L. T., & Ho, H. V. (2024). Using Digital Storytelling to Improve EFL Writing Skills: Teachers’ Perceptions in Vietnam. International Journal of Religion & Education Studies

Ohler, J. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity (2nd ed.). Corwin.

Piaget, J. (1954). The construction of reality in the child. Basic Books.

Ramírez Verdugo, D., & Belmonte, I. A. (2007). Using digital stories to improve listening comprehension with Spanish young learners of English. Language Learning & Technology, 11(1), 87–101.

Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47(3), 220–228.

Smeda, N., Dakich, E., & Sharda, N. (2019). Digital storytelling and the pedagogical transformation of a tertiary education setting: A case study. Journal of Educational Multimedia and Hypermedia, 28(4), 351–379.

Tan, P. (2024). EFL Students’ Perceptions of Digital Storytelling for Language Learning. International Journal of Language & Literature

Tang, J.-T. (2023). The effectiveness of digital storytelling in English classrooms: A systematic review and meta-analysis. Education and Information Technologies, 28, 13279–13308. https://doi.org/10.1007/s10639-023-11740-6

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Yang, Y.-T. C., & Wu, W.-C. I. (2020). Fostering creativity and improving writing skills through digital storytelling. Journal of Educational Technology & Society, 23(2), 95–109. (Already present)

Yoon, T. (2013). Are you digitized? Ways to provide motivation for ELLs using digital storytelling. International Journal of Research Studies in Educational Technology, 2(1), 25–34. (Already present)