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Abstract
In the field of second language acquisition, the correlation between cognitive skills and the affective domain impacts language learning success. In this context, writing performance is frequently hindered by high levels of anxiety and low motivation. Based on Krashen’s Affective Filter Hypothesis, this semi-systematic literature review explored whether Digital Storytelling (DST) could serve as a digital scaffold to mitigate mental barriers more effectively than grammar-focused instruction, while examining EFL learners’ writing production and perceptions. Following the PRISMA method, twenty-three studies from 2020 to 2025 were collected, analyzed and categorized in geographic region, educational levels, digital storytelling platforms, student perceptions, writing performance effects, and affective outcomes. The findings indicated that while digital storytelling enhanced writing production and minimized anxiety levels, its success depended on prior digital competence and digital resources availability. Age-specific challenges emerged: young learners were often distracted by visuals when writing, whereas teenagers benefited from the multimedia tools to edit; however, the prospect of an audience affected their anxiety. Another finding pointed out that students faced an attention split between text composition and digital design. The implications suggest that teachers must apply scaffolding technical skills, manage cognitive load, and structure audience exposure when implementing DST to boost its effectiveness.
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