Abstract

The authors stress the value of exploring the educational potential of digital storytelling (DST) for the development of digital literacies and for the language development opportunities it presents for L2 learners. The authors present the theoretical frameworks that have been applied to situate the use of DST in the L2 classroom and discuss research that has explored the effect of multimodal DST regarding the development of L2 learners’ linguistic repertoires, skills, literacies, identity, and agency. After highlighting diverse research methods employed in L2 DST studies, the authors suggest new directions and pedagogical practices for DST research in the L2 classroom.