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Advances in information and communication technology are changing educational implications and experiences. Digital learning tools are becoming a promising way to improve learning environments (Ozcinar & Ozturk, 2013). Software developments, the use of internet technology for educational purposes (Cakir & Yildirim, 2009), and easy and instant access to information have increased the importance of digital skills alongside traditional skills. Digital storytelling (DST) has emerged as a tool used for various purposes in various fields such as education, health and communication, and other digital technologies. Derived from traditional storytelling, DST has become an essential element in education (Chung, 2006). Many studies explain how this new form of storytelling is being used by both teachers and students for teaching and learning (Bromberg et al., 2013; Kordaki, 2014).
DST is a powerful pedagogical tool that not only provides guidance and space for students but also helps develop communication skills (Gömleksiz & Pullu, 2017). It is a method widely used in education that covers different levels from the past to the present (Turgut & Kisla, 2015). Nowadays, digital stories, predominantly computer or web-based traditional stories (Ciğerci & Gültekin, 2017), serve as multimedia platforms that promote critical thinking and facilitate innovative learning (Gömleksiz & Pullu, 2017). Educators can use DST as a powerful tool in their teaching practice (Robin, 2008). The use of DST in language teaching is an area of increasing importance but is still in its infancy and thus requires further scientific investigation.
Research on teaching DST is increasing in both first language and second, or foreign, language (L2), but the amount of research specifically on teaching DST in L2 learning remains limited (Castaneda, 2013). While there are numerous studies examining the use of DST instruction, few focus on L2 learning. Overall, the available studies suggest that teaching DST is effective and beneficial for L2 learning (Cloud et al., 2011; Vinogradova et al., 2011). This study aimed to expand existing knowledge on the application of DST teaching in L2 education by examining students’ attitudes toward its implementation.