DEVELOPING STUDENTS' MULTIMODAL LITERACY AND SPEAKING SKILLS THROUGH DIGITAL STORYTELLING IN EFL CLASSROOMS

In recent years, digital technologies have significantly transformed foreign language education, creating new opportunities for developing students’ communicative competence and multimodal literacy. This article examines the role of digital storytelling in enhancing speaking skills and multimodal literacy among students in English as a Foreign Language (EFL) classrooms. Digital storytelling combines verbal language, visual elements, audio, animation, and interactive media, allowing learners to express ideas creatively while improving language proficiency. The study discusses the theoretical foundations of multimodal literacy and explores how digital storytelling promotes speaking fluency, pronunciation, vocabulary acquisition, critical thinking, and learner motivation. Furthermore, the article analyzes practical strategies for integrating digital storytelling into EFL instruction and highlights the pedagogical benefits and challenges associated with its implementation. The findings demonstrate that digital storytelling fosters active participation, collaboration, learner autonomy, and meaningful communication, making it an effective pedagogical tool for modern language education.

近年来，数字技术极大地重塑了外语教育格局，为培养学生的交际能力与多模态读写能力（multimodal literacy）创造了全新发展机遇。本文探讨了数字叙事（digital storytelling）在英语作为外语（EFL）课堂中，对提升学生口语技能与多模态读写能力的作用。数字叙事融合了口头语言、视觉元素、音频、动画与交互式媒体，可让学习者在提升语言熟练度的同时，创造性地表达个人观点。本研究阐述了多模态读写能力的理论基础，并分析了数字叙事如何促进学习者的口语流畅度、发音水平、词汇习得、批判性思维与学习动机提升。此外，本文还分析了将数字叙事融入EFL教学的实用策略，并重点探讨了其实施过程中所伴随的教学优势与挑战。研究结果表明，数字叙事能够培养学习者的主动参与意识、协作能力、自主学习能力与有意义的沟通能力，因此可成为现代语言教育中高效的教学工具。