Critical Engagement Through Digital Storytelling: The Power Of Reflective Narratives
Critical Engagement Through Digital Storytelling: The Power Of Reflective Narratives

Summary/Abstract: This paper examines the contribution of digital storytelling (DST) to critical engagement and reflective learning in higher-level EFL learning, in line with the focus on learner-centered and higher-order cognitive approaches to second language learning. Over a span of three weeks, eleven C1-level participants from the Intensive Language Teaching Center (ILTC) at the University of Chadli Bendjedid – El Tarf were asked to produce original digital stories on matters of personal or public concern, such as identity, environmental issues, and societal transformations. Learners made use of accessible digital tools, such as Canva and Adobe Express, to combine text, images, voiceovers, and music in creating well-developed stories in which language use and higher-order cognitive processes were integrated cohesively. Data were obtained through learner journals and classroom observations, with a focus on critical thinking skills, including analysis, evaluation, and synthesis. Evidence indicates that learners were highly engaged with the topics, explored personal ideas, and confidently expressed themselves in English to communicate argumentative and expressive perspectives. Planning, scripting, and editing stages allowed participants to reflect their personal voices on complex societal issues. Even though the program was short-term, the evidence suggests that DST is an effective tool for developing both linguistic and higher-order cognitive skills. Incorporating images, voiceovers, and music helped create an environment where students actively participated in self-directed learning in second language contexts. This research contributes to the growing body of literature demonstrating DST as an effective strategy for fostering critical literacy in EFL contexts.

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