Digital Storytelling in Task-Based Reading: Reflective Teaching Practice and Pedagogical Transformation in a Chinese Third-Tier College

Authors

  • Tao Nian

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia

    School of Foreign Languages, Law & Business College affiliated with Hubei University of Economics, Wuhan 430205, China
  • Azlina Binti Abdul Aziz

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia
  • Nor Azwahanum Binti Nor Shaid

    Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia

DOI:

https://doi.org/10.30564/fls.v7i11.11427
Received: 1 August 2025 | Revised: 28 August 2025 | Accepted: 3 September 2025 | Published Online: 23 October 2025

Abstract

Task-Based Language Teaching (TBLT) emphasizes real-world language use but remains challenging for college EFL teachers, particularly in reading classrooms. One such challenge is the resistance and skepticism surrounding the integration of Digital Storytelling (DST), which some educators view as overly complex or novel. Unlike the traditionally examination-oriented approach of TBLT, DST leverages technology to create a more engaging, motivating, and meaningful language learning experience. In addition to simultaneously enhancing students’ language acquisition and digital literacy, DST empowers both third-tier college EFL teachers and learners to creatively express the “Chinese story” in alignment with national goals for moral and cultural education. This study investigates the experiences of five EFL teachers at Law & Business College, Hubei University of Economics, through analysis of their reflective teaching notes following their implementation of a 12-week DST-integrated TBLT course. Thematic analysis revealed three core themes: teachers' evolving beliefs, effective storytelling practices, and insights into digital professional development. Findings indicate that reflective practice not only enhances teachers’ digital literacy but also supports more adaptive and student-centered lesson design. The study concludes by recommending the creation of DST-based professional learning communities and increased access to instructional models to support broader integration of digital media in TBLT pedagogy.

Keywords:

Digital Storytelling Use; EFL Teachers' Perceptions; Reflective Notes; Technology-Enhanced Language Learning; Task-Based Language Teaching (TBLT)

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How to Cite

Nian, T., Abdul Aziz, A. B., & Binti Nor Shaid, N. A. (2025). Digital Storytelling in Task-Based Reading: Reflective Teaching Practice and Pedagogical Transformation in a Chinese Third-Tier College. Forum for Linguistic Studies, 7(11), 882–896. https://doi.org/10.30564/fls.v7i11.11427

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Vol. 7 , Iss. 11 (November 2025): In progress

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Copyright © 2025 Tao Nian, Azlina Binti Abdul Aziz, Nor Azwahanum Binti Nor Shaid

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