This paper discusses the adoption of digital storytelling (DST) in ESL classrooms within rural settings in Malaysia. The general aim of this study is to explore how and to what extent engagement in DST activities would induce learning motivation towards ESL, both from the learners’ and instructors’ points of view. The study employed a case study approach, whereby semi-structured interviews and non-participant observations were conducted to gather qualitative data. 35 pupils and seven ESL teachers were involved. The results revealed that the pupils perceived DST activities as fun and interesting and would like to experience it again as they concurred that their learning motivation towards ESL was induced after being involved in DST-related activities. The teachers’ responses were in parallel with the pupils’ responses. Factors affecting pupils’ engagement and participation during ESL lessons as well as factors affecting rural teachers’ preference in adopting DST were also comprehended. The study provides insights to the education stakeholders in finding ways to meet the needs of rural school communities in Malaysia.
Keywords: Interest, Rural, digital storytelling, language learning motivation, second language anxiety.
