Abstract
This article presents an overview of the inclusion of digital stories (DSs)—storylines that integrate text, images, and sound—in the second-language (L2) context, which have been mainly used for educational purposes from the elementary to the university level. It (a) reviews the methodical and planned, albeit non-lineal, steps required for successful implementation of DSs in the L2 classroom and (b) assesses the observed linguistic and rhetorical gains learners may experience in their language skills (speaking, listening, and writing), including their use of correct grammar, vocabulary, and writing conventions such as structure. This article also points out the shift from a traditional literacy concept to a new concept of multi-literacies, exploring the notions of new genres and the application of social-semiotic perspectives to understanding the development of DSs. The final section illustrates limitations of current DS research and concludes with a discussion of the future roles of DSs in CALL.
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