Enhancing Narrative Writing Skills among BTech ESL Learners through Digital Storytelling: A Quasi-Experimental Study

Authors

  • Banupriya Sivasubramaniyan

    Department of English, Kalasalingam Academy of Research and Education, Krishnan Kovil 626138, India
  • Aravind Banumathi Rajamanickam

    Department of English, Kalasalingam Academy of Research and Education, Krishnan Kovil 626138, India
  • Manjula Madhesan

    Department of English, Sri Vijay Vidyalaya College of Arts and Science, Dharmapuri 636701, India
  • Krishna Veni Kaliyaperumal

    Department of English, Dhanalakshmi Srinivasan University, Trichy 621112, India
  • Chitra Nagarajan

    Department of English, Anna University, Tiruchirapalli 620024, India
  • Jenipha Nagarajan

    Department of English, University of Engineering, Ramanathapuram 623513, India

DOI:

https://doi.org/10.30564/fls.v7i8.10494
Received: 13 June 2025 | Revised: 30 June 2025 | Accepted: 8 July 2025 | Published Online: 25 July 2025

Abstract

Technology integration in English language instruction has become essential in the digital age for the development of effective communication skills, particularly in writing. The effect of Digital Storytelling (DST) on improving the narrative writing abilities of BTech students learning English as a second language (ESL) is examined in this study. Based on metacognitive theory, which stresses learners'awareness and control of cognitive processes, the study investigates how DST promotes linguistic proficiency, creativity, and structured thinking. Two BTech student groups—the control and experimental groups—were evaluated during an eight-week intervention using a quasi-experimental design. The control group received traditional writing instruction, while the experimental group used multimodal tools like voiceovers, visuals, and narration scripts to complete DST tasks. Pre- and post-tests were given to evaluate students'progress in narrative writing using rubrics that emphasized vocabulary, grammar, coherence, organization, and creativity. The experimental group's narrative writing performance significantly improved, according to the findings, highlighting the contribution of DST to improving language proficiency, deeper engagement, and reflective thinking. By giving students a feeling of  purpose and ownership, the incorporation of digital storytelling not only enhanced the writing process but also inspired students. This study confirms that DST can be a transformative pedagogical tool in ESL contexts, especially for improving tertiary-level learners'narrative competencies. In order to improve student outcomes and encourage greater engagement with writing assignments, future implications recommend integrating DST into regular curricula.

Keywords:

Digital Storytelling; ESL Learners; Narrative Writing; Writing Proficiency

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How to Cite

Sivasubramaniyan, B., Banumathi Rajamanickam, A., Madhesan, M., Veni Kaliyaperumal, K., Nagarajan , C., & Nagarajan, J. (2025). Enhancing Narrative Writing Skills among BTech ESL Learners through Digital Storytelling: A Quasi-Experimental Study. Forum for Linguistic Studies, 7(8), 107–120. https://doi.org/10.30564/fls.v7i8.10494

Issue

Vol. 7 , Iss. 8 (August 2025): In progress

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Article

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Copyright © 2025 Banupriya Sivasubramaniyan, Aravind Banumathi Rajamanickam, Manjula Madhesan, Krishna Veni Kaliyaperumal, Chitra Nagarajan , Jenipha Nagarajan

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.