A Systematic Review of Digital Storytelling Elements Influencing Affective Factors in EFL/ESL Contexts

Digital storytelling (DST) has emerged as a powerful pedagogical tool for enhancing learner engagement and emotional involvement in language education. This study aims to systematically examine how specific elements of DST contribute to the development of affective factors in English as a foreign language (EFL) or English as a second language (ESL) learning contexts. This systematic literature review investigates studies from 2015 to 2024 on the specific elements of DST influencing affective factors in EFL/ESL teaching contexts. Using the PRISMA framework, 43 studies from Scopus and Web of Science were systematically analyzed. DST research has grown significantly, particularly after 2019, with a notable peak in 2023, reflecting its rising pedagogical relevance in EFL/ESL education. The analysis revealed five clusters of DST elements: content and real-world integration, multimodal and technological enhancement, collaborative and social learning, story design, and performance and expressive communication. Most studies focused on university-level learners, followed by primary and junior high school students, and predominantly employed mixed-methods designs. Motivation, engagement, confidence, enjoyment, and anxiety are the most frequently studied affective factors in DST implementation, highlighting their influence on EFL/ESL learning outcomes. The findings highlight DST’s potential to foster affective development in language learners. Future research is encouraged to explore its long-term emotional impact across educational levels and examine the role of emerging technology, such as artificial intelligence in optimizing DST practices.