DIGITAL STORIES IN THE ENGLISH LANGUAGE CLASSROOM

Abstract

In recent years, particularly after the COVID-19 pandemic, the increasing use of digital technologies has been changing the way society interacts, communicates, studies, and learns. As a result, there is a recognized need for the incorporation of these new technologies into the classroom environment, as stipulated by the 2018 Brazilian Base Comum Curricular. The language teacher is faced with the challenge of integrating the digital realm into the classroom while simultaneously cultivating the linguistic proficiencies of their students. In this context, Digital Stories emerge as a pedagogical tool that incorporates these and other aspects into the teaching of a second language. Therefore, the present article aimed to conduct a systematic review of scientific works about the utilization of Digital Stories in the second language classroom, with a focus on the English language. The review was conducted on the Portal de Periódicos da CAPES with a temporal scope of ten years (2012-2022), and selected studies that generally result in the creation of Digital Stories to enhance language and communication skills, as well as to motivate students in learning a second language, thereby enabling the integration of digital resources in the classroom.