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No campo da aquisição de segunda língua, a correlação entre habilidades cognitivas e o domínio afetivo impacta o sucesso da aprendizagem de línguas. Nesse contexto, o desempenho na escrita é frequentemente prejudicado por altos níveis de ansiedade e baixa motivação. Com base na Hipótese do Filtro Afetivo de Krashen, esta revisão semissistemática da literatura explorou se a Narrativa Digital (Digital Storytelling, DST) poderia servir como um andaime digital para mitigar barreiras mentais de forma mais eficaz do que o ensino focado na gramática, ao mesmo tempo que examinou a produção escrita e as percepções de aprendizes de EFL. Seguindo o método PRISMA, vinte e três estudos de 2020 a 2025 foram coletados, analisados e categorizados por região geográfica, níveis educacionais, plataformas de narrativa digital, percepções dos estudantes, efeitos no desempenho em escrita e resultados afetivos. Os achados indicaram que, embora a narrativa digital tenha aprimorado a produção escrita e minimizado os níveis de ansiedade, seu sucesso dependia da competência digital prévia e da disponibilidade de recursos digitais. Desafios específicos por idade emergiram: aprendizes jovens frequentemente se distraíam com elementos visuais ao escrever, enquanto adolescentes se beneficiavam das ferramentas multimídia para editar; no entanto, a perspectiva de uma audiência afetava sua ansiedade. Outro achado apontou que os estudantes enfrentavam uma divisão da atenção entre a composição textual e o design digital. As implicações sugerem que os professores devem aplicar andaimes de habilidades técnicas, gerenciar a carga cognitiva e estruturar a exposição à audiência ao implementar a DST para aumentar sua eficácia.
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