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En el ámbito de la adquisición de una segunda lengua, la correlación entre las habilidades cognitivas y el ámbito afectivo influye en el éxito del aprendizaje de idiomas. En este contexto, el desempeño en la escritura suele verse obstaculizado por altos niveles de ansiedad y baja motivación. Basándose en la hipótesis del filtro afectivo de Krashen, esta revisión bibliográfica semisistemática exploró si la narración digital (DST) podría servir como un andamio digital para mitigar las barreras mentales de manera más efectiva que la enseñanza centrada en la gramática, al tiempo que examinaba la producción escrita y las percepciones de los estudiantes de inglés como lengua extranjera (EFL). Siguiendo el método PRISMA, se recopilaron veintitrés estudios realizados entre 2020 y 2025, los cuales se analizaron y clasificaron por región geográfica, niveles educativos, plataformas de narración digital, percepciones de los estudiantes, efectos en el desempeño en la escritura y resultados afectivos. Los hallazgos indicaron que, si bien la narración digital mejoró la producción escrita y minimizó los niveles de ansiedad, su éxito dependía de la competencia digital previa y de la disponibilidad de recursos digitales. Surgieron desafíos específicos según la edad: los estudiantes más jóvenes a menudo se distraían con los elementos visuales al escribir, mientras que los adolescentes se beneficiaban de las herramientas multimedia para editar; sin embargo, la perspectiva de tener una audiencia afectaba su ansiedad. Otro hallazgo señaló que los estudiantes enfrentaban una división de la atención entre la composición del texto y el diseño digital. Las implicaciones sugieren que los maestros deben aplicar estrategias de andamiaje de habilidades técnicas, gestionar la carga cognitiva y estructurar la exposición ante la audiencia al implementar la narración digital para potenciar su efectividad.
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