Integrating Digital Storytelling Into English Language Teaching: A Qualitative Study of Technology-Enhanced Learning in a Tanzanian Primary School

Abstract

The integration of digital technologies into language education has become increasingly important as schools seek to prepare learners with the communication, collaboration, and digital literacy skills required in the twenty-first century. While considerable investments have been made in information and communication technologies (ICT) across many educational systems, particularly in Sub-Saharan Africa, evidence continues to suggest that the availability of technological infrastructure alone does not guarantee meaningful classroom integration. Rather, successful technology integration depends on teachers’ pedagogical knowledge, technological competence, institutional support, and the alignment of digital tools with learner-centered instructional approaches. This study explores how digital storytelling can be integrated into the teaching of English language skills through computer-assisted language learning (CALL) in a Tanzanian primary school. A qualitative case study design was employed involving one English language teacher and twenty-five Grade Six learners in an International Baccalaureate primary school in Dar es Salaam, Tanzania. Data were collected through classroom observation, semi-structured interviews, learner reflections, and the Nominal Group Technique, allowing for methodological triangulation and an in-depth understanding of participants’ experiences. Data were analysed thematically to identify patterns relating to technology integration, pedagogical practices, learner engagement, and contextual factors influencing implementation. The findings indicate that digital storytelling provides a powerful pedagogical approach for integrating technology into language instruction. The computer functioned both as an instructional tool and as an exploratory learning environment that promoted active participation, collaboration, creativity, and learner autonomy. The technology-supported learning activities enhanced learners’ listening, speaking, reading, and writing skills while simultaneously fostering critical thinking and collaborative problem-solving. Participants also reported increased motivation, engagement, and confidence in language learning. However, successful implementation depended on several interrelated factors, including teacher digital competence, learner ICT literacy, availability of technological resources, adequate lesson preparation time, supportive school leadership, and pedagogical flexibility. The study contributes to the growing body of research on technology-enhanced language learning by demonstrating that effective ICT integration extends beyond access to digital devices and requires pedagogically meaningful learning experiences grounded in constructivist principles. The findings have important implications for teacher education, curriculum development, and educational policy, particularly within resource-constrained contexts seeking to strengthen digital learning initiatives. The study recommends sustained professional development for teachers, greater emphasis on pedagogical uses of digital technologies, and institutional support for integrating innovative instructional approaches such as digital storytelling into language education.