Enhancing EFL/ESL Learners’ Willingness to Communicate through Digital Storytelling: A Systematic Literature Review

Background/purpose. While digital storytelling (DST) has been widely recognized for its pedagogical potential in language education, the extent to which DST fosters learners’ willingness to communicate (WTC) in English as a Foreign Language/English as a Second Language contexts remains underexplored. This systematic literature review seeks to examine how DST contributes to the development of WTC by synthesizing current empirical evidence and identifying the underlying pedagogical mechanisms through which DST exerts its influence. Materials/methods. To address this gap, the present study conducts a systematic literature review following PRISMA guidelines to synthesize empirical evidence on how DST facilitates WTC. A total of 20 peer-reviewed empirical studies published between 2020 and 2024 were retrieved from Scopus and Web of Science and analyzed using thematic analysis. Results. Five pedagogical domains of DST emerged: identity-centered expression, cognitive engagement, emotional facilitation, collaborative design, and multimodal mediation. These domains contribute to different layers of WTC by reducing affective barriers, enhancing self-perceived competence, and fostering social connectedness and situational confidence. This review provides a conceptual map that bridges task-based instruction and affective-cognitive engagement, positioning DST as a holistic learning ecology rather than a mere storytelling technique. Conclusion. The findings provide pedagogical guidance for creating communicative spaces in DST that enable learners to convey personal meaning in authentic language-use contexts. Limitations related to database scope, time range, and exclusion of theoretical literature are acknowledged, and future directions are proposed to broaden the search scope and incorporate theoretical insights for a more comprehensive understanding of DST’s role in enhancing WTC.