Digital Storytelling as A Multimodal Pedagogy: Fostering Creativity and Engagement in EFL Grammar Classrooms

Abstract

Traditional grammar instruction in English as a Foreign Language (EFL) classrooms has long been criticized for relying too heavily on context-free exercises and the mechanical memorization of rules, which results in reduced student motivation and limited authentic language use. This study examines digital storytelling (DST) as a multimodal teaching approach to foster creativity and engagement in an undergraduate-level EFL grammar course at the University of 17 August 1945 (UNTAG), Semarang, Indonesia. Based on Multimodality Theory, New Literacy Theory, and the TPACK model, this qualitative case study collected data through DST video artifacts, pre- and post-intervention surveys, and semi-structured interviews. Students were assigned to create narrative video scripts rooted in their personal experiences, which were then uploaded to Google Classroom. Findings indicate that DST effectively recontextualizes grammar learning by embedding tense usage within personally meaningful narratives, thereby fostering intuitive and context-appropriate syntactic application. Notably, 80% of participants reported enjoyable and memorable learning experiences, while artifact analysis revealed increased creativity and active mobilization of various semiotic modes. This study concludes that DST represents a pedagogically transformative approach that repositioning grammar from rigid rules to adaptive communicative resources, offering practical implications for EFL educators pursuing innovative, learner-centered grammar instruction.