Résumé:
This study examines the influence of Digital Storytelling (DST) on the writing
performance of second-year undergraduate students of English at Hassiba Ben Bouali
University in Algeria. The study adopted a Solomon four-group design, with 100 students
equally distributed among four groups. Additionally, 44 teachers voluntarily completed an
attitude survey on DST’s implementation. The study intended to assess the impact of DST
on students’ narrative writing performance, explore its capacity to cultivate an effective
learning atmosphere and investigate attitudes on its incorporation in Algerian higher
education. Statistical tests such as analysis of variance ANOVA, analysis of covariance
ANCOVA, and an independent sample t-test were conducted to investigate the effects of
the pre-test and treatment. The results demonstrated that the experimental groups
outperformed the control groups in narrative writing, significantly improving
organization, language use, conventions, and creativity. Observational data validated the
efficacy of DST as a meaningful teaching tool, while also highlighting areas of
improvement. Both teachers and students held positive attitudes toward the
implementation of DST in writing classrooms. This study provides valuable information
for educators and policymakers who are contemplating the incorporation of digital
technologies into teaching languages for an effective and meaningful learning
environment.
