Digital Storytelling (DST) in Nurturing EFL Teachers’ Professional Competencies: A Qualitative Exploration

The implications of Digital Storytelling (DST), an approach that combines narratives with digital multimedia, have been extensively examined in the context of second and foreign language learning and teaching over the past decade. Nevertheless, research focusing specifically on how the design and implementation of DSs contributes to the enhancement of professional competencies of English as a Foreign Language (EFL) teachers remains limited. This qualitative, multiple-case study sought to address this gap by exploring the competencies nurtured by nine Iranian female language teachers through designing DSs for their classrooms. The participants attended a practical, multi-session DST course one of the researchers conducted. Data were collected through various sources, including observation of the workshop sessions, collection of DSs created by the teachers, their reported teaching practices, and insights gathered from individual interviews and focus-group discussions. The thematic analysis of the data, conducted through an iterative coding process, revealed recurring categories that highlight the teachers’ nurturing of professional competencies across multiple domains: artistic, socio-cultural, technological, pedagogical, and psychological. The study’s findings highlight the need for language teachers to embrace innovative approaches to foster their professional growth and pedagogical practices. It also reiterates the significance of incorporating technology into Second Language Teacher Education (SLTE) programs to equip teachers with the demands of the digital age.