DEVELOPING CRITICAL THINKING THROUGH DIGITAL STORYTELLING IN EFL CLASSES

Authors

  • Gulruh Majidova Senior teacher at the Department of The Foreign Languages Jizzakh State Pedagogical University

Keywords:

digital storytelling, critical thinking, EFL learning, digital pedagogy, language education

Abstract

The development of critical thinking skills has become a fundamental objective of modern education, particularly in English as a Foreign Language (EFL) classrooms. As digital technologies continue to transform learning environments, innovative pedagogical approaches such as digital storytelling have gained increasing attention. Digital storytelling integrates multimedia tools with narrative techniques, enabling students to create meaningful stories while engaging in analytical and reflective thinking. This article examines how digital storytelling can foster critical thinking skills among EFL learners. It explores theoretical foundations, pedagogical benefits, classroom implementation strategies, and potential challenges. The paper argues that digital storytelling provides an interactive and student-centered approach that enhances language development and higher-order thinking skills.

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References

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Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56(4), 487–506.

Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation. Computers & Education, 59(2), 339–352.

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Published

2026-03-14

How to Cite

Gulruh Majidova. (2026). DEVELOPING CRITICAL THINKING THROUGH DIGITAL STORYTELLING IN EFL CLASSES. Journal of Applied Science and Social Science, 16(03), 284–288. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/3670

Issue

Vol. 16 No. 03 (2026): Journal of Applied Science and Social Science

Section

Articles

License

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