EFL STUDENTS’ PERCEPTIONS ON THE USE OF DIGITAL STORYTELLING IN READING: A LITERATURE REVIEW

Abstract

This article examines EFL students’ perceptions of the use of digital storytelling in reading instruction. The main focus of this study is not on reading score improvement, but on how students understand reading texts and engage in the reading process through digital storytelling. Using a narrative-thematic literature review approach, this article reviews several national and international journal studies related to digital storytelling, reading instruction, and English as a Foreign Language learning. The findings indicate that digital storytelling is positively perceived by students as it increases reading interest, supports text comprehension, and makes reading activities more engaging and meaningful. The integration of multimedia elements such as images, audio, and video helps students construct a more contextual understanding of reading texts. In addition, the use of digital storytelling creates a more interactive learning environment compared to conventional reading instruction. Overall, the findings suggest that digital storytelling functions as an effective supporting medium in EFL reading instruction. This article highlights the importance of considering digital storytelling not merely as a visual aid, but as an integral part of the reading learning process that encourages active student engagement.