Technology integration in English language instruction has become essential in the digital age for the development of effective communication skills, particularly in writing. The effect of Digital Storytelling (DST) on improving the narrative writing abilities of BTech students learning English as a second language (ESL) is examined in this study. Based on metacognitive theory, which stresses learners'awareness and control of cognitive processes, the study investigates how DST promotes linguistic proficiency, creativity, and structured thinking. Two BTech student groups—the control and experimental groups—were evaluated during an eight-week intervention using a quasi-experimental design. The control group received traditional writing instruction, while the experimental group used multimodal tools like voiceovers, visuals, and narration scripts to complete DST tasks. Pre- and post-tests were given to evaluate students'progress in narrative writing using rubrics that emphasized vocabulary, grammar, coherence, organization, and creativity. The experimental group's narrative writing performance significantly improved, according to the findings, highlighting the contribution of DST to improving language proficiency, deeper engagement, and reflective thinking. By giving students a feeling of purpose and ownership, the incorporation of digital storytelling not only enhanced the writing process but also inspired students. This study confirms that DST can be a transformative pedagogical tool in ESL contexts, especially for improving tertiary-level learners'narrative competencies. In order to improve student outcomes and encourage greater engagement with writing assignments, future implications recommend integrating DST into regular curricula.
Sivasubramaniyan et al. (Fri,) studied this question.
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