Digital storytelling in EFL classrooms: integrating video essays for deeper engagement
TL;DR
It is argued that narrative-based instruction enhances vocabulary acquisition, fluency, and discourse competence by situating language within meaningful contexts by situating language within meaningful contexts in English as a Foreign Language classrooms.
Abstract
The present study investigates the pedagogical potential of digital storytelling and video essays in English as a Foreign Language (EFL) classrooms, with a particular focus on their impact on learner engagement and language development. Drawing on constructivist and communicative approaches to language teaching, the paper argues that narrative-based instruction enhances vocabulary acquisition, fluency, and discourse competence by situating language within meaningful contexts. In parallel, video essays are examined as multimodal learning tools that integrate visual, auditory, and textual elements, thereby fostering digital literacy and critical thinking. The study explores how these tools contribute to learner autonomy by engaging students in content creation and reflective practice. Methodologically, the article combines theoretical analysis with practical classroom applications, including task design and assessment strategies suitable for intermediate and advanced learners. Particular attention is paid to the development of critical digital competencies and the evolving role of the teacher as a facilitator of learning. The findings suggest that students demonstrate increased motivation, confidence, and communicative competence when involved in storytelling and video production activities. The paper concludes that integrating storytelling and video essays represents an effective and innovative approach to contemporary EFL pedagogy.