Although the myriad study has been done for documenting the educational values of digital storytelling (DST) on EFL learners’ language mastery, the majority of the research does not depict students’ daily life tasks. To fill this void, this mixed-method research involving 24 EFL students explored the implementation of DST-based tasks for the teaching of narrative writing skills. Lied in TBLT methodology instruction of Anwar (2016) also task theory by Nunann (2004), this study aimed to examine the effect of DST-based task on students’ narrative writing skills and their perceptions about its implementation. The statistical evidence indicated a significant difference in the students writing scores for the pre-test score (M=53.54, SD=10.05) and students' narrative writing post-test (M=66.21, SD=12.56). Conditions where; t (23) - 6.545, p= 0.000. The qualitative finding also uncovered students' perceptions of digital storytelling-based task implementation; it found that digital storytelling-based tasks could promote students writing skills, their learning motivations, as well as their language development for several skills such as listening and their vocabulary enhancement. Implications and recommendations for future studies are discussed.

Over the course of a decade, digital storytelling (DST) has earned a growing amount of attention as a strong instructional resource that has grabbed the interest of scholars. Digital storytelling (DST) has emerged as a promising pedagogical approach that could help moderate the usefulness of media in the classroom. Myriad studies have demonstrated the positive effects of digital storytelling (DST) on the students’ language skills; however, these studies rarely include ESL students and their realistic depictions of everyday basis. To address the void, this quantitative study aimed to survey ESL students' point of view of DST-based task on speaking classroom. Relying on Anwar's (2016) TBLT approach instruction, the current study involving thirty-four students studying at Universiti Sultan Zainal Abidin, Malaysia. The statistical evidence indicated ESL students perceive the implementation of digital storytelling-based tasks improves their motivation while allowing them to develop ideas and collaborate among groupmates. Implications and recommendations for future studies are discussed.