Incorporating multiliteracy pedagogy elements into efl speaking class through digital storytelling

In a globalised world where cross-cultural communication is becoming increasingly important, the ability to communicate effectively in various contexts through spoken language is crucial. Multiliteracy enables individuals to communicate effectively and confidently in a variety of contexts, both within their own culture and across cultures. Digital storytelling utilises diverse modes of communication, promotes creativity and global communication, and integrates technology in the learning process, making it a valuable tool for multiliteracy pedagogy. Thus, the study aims to show how multiliteracy pedagogy elements are incorporated into English as a Foreign Language speaking class through digital storytelling. This is a pilot study in which thematic analysis is used to find the themes within four knowledge processes of multiliteracy pedagogy in digital storytelling activity. The findings show that through experience, the students can practise speaking in an authentic context, develop their language skills through conceptualising and analysing their stories, and receive feedback from peers and teachers. Therefore, digital storytelling achieves the purpose of representing all four elements of multiliteracy pedagogy, namely, situated practice, overt instruction, critical framing, and transformed practice which facilitate the growth of speaking proficiency.