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With the advent of information communication technologies, an escalating number of youths is communicating, creating, and sharing narratives via Web 2.0 social networks. To ensure the continuity between in-class and out-of-class literacy practice, digital storytelling has become increasingly prevalent in educational settings. Digital storytelling has the potential to enhance digital literacy and self-efficacy through innovative learning and identity expressions. However, the research at this juncture is scarce. Therefore, this study incorporated Storybird, a Web 2.0 collaborative writing tool, into a freshman composition class to cultivate digital literacy in English among 18 college students who are studying English as an International Language in Taiwan. In addition to developing digital literacy, this study also explored the effects of Storybird-mediated storytelling on English as an International Language students’ self-efficacy as a legitimate user of English. The results from both the quantitative and qualitative data analyses indicate that after year-long participation in Storybird-mediated digital storytelling, the majority of the participants rated their digital literacy in English higher than before. Similarly, they developed a stronger sense of confidence as English as an International Language writers. Some pedagogical considerations are offered at the end of this paper for those who wish to incorporate Web 2.0 tools into their English as an International Language classrooms to boost their pupils’ confidence in participating in this ever-connected global community.

Exploring the Effects of Digital Storytelling: A Case Study of Adult L2 Writers in Taiwan