Abstract
In the landscape of Algerian higher education, where foreign language proficiency is increasingly viewed as a form of human capital, digital storytelling emerges as a pedagogical tool with promising yet complex implications. This qualitative study aims to explore the integration of digital storytelling into foreign language learning courses at Algerian universities, mainly 100 students at Mostaf Benboulaid, Batna 2 University through a post-structuralist lens. Drawing on in-depth interviews and observations, the research uncovers key themes such as heightened student engagement, critical thinking, and collaboration. Simultaneously, it highlights challenges including the digital divide, ethical concerns, and pedagogical resistance. The study corroborates the broader literature advocating for the utility of digital storytelling while adding unique insights from the Algerian context. The findings indicate the need for a nuanced approach in the implementation of digital storytelling techniques, as well as pave the way for future research to address gaps and challenges. This paper contributes to the growing discourse on the intersection of digital pedagogy, language learning, and cultural context, serving as a foundational work for further academic exploration.
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