Journal of English Language and Education ISSN 2597- 6850 (Onlin.
, 2502-4132 (Prin.
Journal Homepage: https://jele.
id/index.
php/jele/index Article Instructional Methods Used in Digital Storybook Learning in EFL Classroom: A Systematic Literature Review https://doi.
org/10.
31004/jele.
*Ni Luh Putu Devi Puspitasari.
Ni Wayan Surya Mahayanti.
Ni Luh Putu Era Adnyayantiabc 123Universitas Pendidikan Ganesha.
Indonesia Corresponding Author: devi.
puspitasari@student.
ABSTRACT
While digital storybooks are increasingly popular in language classrooms, there is still a lack of consensus on which specific instructional methods yield the most effective learning outcomes.
This systematic literature review aims to identify instructional methods used in digital storybook-based learning and examine the learning outcomes associated with each approach.
Following the PRISMA 2020 guidelines, this review systematically searched five specific academic databases (Google Scholar.
ERIC.
ScienceDirect.
SAGE Journals, and Taylor & Franci.
covering studies published between 2021 and 2026.
Twelve studies met the inclusion criteria for qualitative analysis.
The findings reveal three main instructional approaches: task- and project-based learning, multimodal and technology-enhanced learning, and interaction- and support-based learning.
These approaches are consistently associated with positive cognitive and affective outcomes.
Overall, this review demonstrates that digital storybooks are most effective when integrated with appropriate, student-centered, and interactive pedagogical strategies rather than used as stand-alone reading tools.
Keywords: Digital Storybooks.
Instructional Methods.
EFL Learning.
Literacy Development.
Multimodal Learning.
Student Engagement Article History:
Received 30th March 2026
Accepted 29th April 2026
Published 04th May 2026
INTRODUCTION
In the 21st century, literacy is not only about reading printed texts.
Literacy has expanded to include digital and multimodal abilities, meaning that learners need skills to understand and communicate using text, images, audio, and interactive media.
This view is supported by grand theories of digital literacy and new literacies, which explain that literacy develops as technology becomes part of everyday learning (Helsper & Eynon, 2010.
Lankshear & Knobel, 2.
In line with these foundations, current research also shows that literacy learning in schools is increasingly linked to technology-based instruction and digital learning resources (Chuang, 2023.
Dewi et al.
, 2.
Therefore, modern literacy should be seen as a broader competence that prepares learners to engage in a digital learning environment Digital learning media have become commonly used as a tool to increase studentsAo English skills and reading habits (Kusuma et al.
, 2024.
Wiranatha & Santosa, 2.
One of the tools is the digital storybook.
Digital storybooks have emerged as a prominent pedagogical tool in modern EFL classrooms, offering interactive and multimodal features that traditional books lack (Himawati et al.
, 2.
However, while their integration is increasingly advocated to enhance literacy, there remains a lack of consensus on which specific instructional methods yield the best outcomes in diverse educational settings.
Considering the uneven access to technology, a systematic review is essential to identify effective methods that can be adapted to various classroom constraints.
From a multimodal literacy perspective, storybooks not only deliver meaning through written text but also through pictures and other modes, and this becomes stronger in digital A 2021 The Author.
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Journal of English Language and Education volume 11 Number 3 2026 Copyright .
2026 Ni Luh Putu Devi Puspitasari, et al.
Instructional Methods Used in Digital Storybook Learning in EFL Classroom: A Systematic Literature Review formats where interactive multimedia features are included (Lankshear & Knobel, 2008.
Walsh, 2.
Recent evidence supports this idea.
A systematic review reported that digital picture-book interventions and interactive reading applications generally have positive effects on childrenAos emergent literacy, vocabulary, and comprehension, especially when multimedia support is designed appropriately (Chuang, 2.
Digital storybooks have also been developed and applied for childrenAos literacy learning in Indonesia, showing their local relevance and classroom potential (Asih et al.
, 2024.
Pitaloka et al.
, 2.
However, digital storybooks are most beneficial when multimedia elements support learning goals.
For instance, animations that are directly related to storyline content can help comprehension, while decorative animations may distract learners (Son & Butcher, 2.
Therefore, digital storybooks have strong potential to support literacy learning, but their design and classroom use should be pedagogically meaningful.
However, grand theories of multimedia and multimodl learning also suggest that multimedia features are not always helpful if they distract children from the story.
For example, interactive animations can support comprehension when they are directly connected to the storyline, but they can also reduce learning focus if they are only decorative (Son & Butcher, 2024.
Walsh, 2.
This finding is important because it confirms that digital storybook effectiveness depends on design quality and classroom use.
The development of digital storybooks is often connected with learning goals such as improving literacy, reading engagement, and language learning (Asih et al.
, 2024.
Pitaloka et al.
, 2.
Therefore, digital storybooks should not be treated only as entertainment media but as learning materials that need clear instructional direction.
Most importantly, the effectiveness of digital storybooks is not determined by technology alone but also by the instructional methods used by teachers during reading activities (Santosa et al.
, 2.
Guided reading and dialogic reading perspectives explain that literacy learning becomes stronger when children interact with texts through questioning, scaffolding, and supportive feedback (Helsper & Eynon, 2010.
Simsek & Erdogan, 2.
Current research supports this idea.
Studies show that guided reading with digital texts improves vocabulary learning more effectively than unguided digital reading, highlighting the importance of adult mediation (Allen, 2.
(Ratminingsih et al.
, 2.
Similarly, more recent studies show that instructional scaffolding combined with interactive storytelling increases childrenAos narrative understanding and learning outcomes (Pranata et al.
, 2.
Teacher and parent involvement has also been reported as a key factor that supports childrenAos reading readiness and literacy outcomes (Yanthi et al.
, 2.
In addition, instructionalmethod-based digital storybooks have been developed, such as TBLT-based digital storybooks that integrate tasks and learning objectives into digital reading activities (Fridayanti et al.
Mahadewi et al.
, 2.
However, a significant gap exists in the existing literature as previous reviews have extensively explored the technical design of digital storybooks, such as the impact of animations and interactive hotspots, rather than systematically mapping the instructional frameworks used by teachers.
Despite these findings, many studies still focus more on multimedia design rather than systematically mapping the instructional methods used in digital storybook learning.
Therefore, this systematic literature review aims to identify kinds of instructional methods used in digital storybook learning and to summarize the outcomes, strengths, and limitations of each method.
To strengthen the theoretical foundation, this study is informed by the Technological Pedagogical Content Knowledge (TPACK) framework by Mishra and Koehler .
, which emphasizes the integration of technology, pedagogy, and content knowledge in effective In the context of digital storybooks, this framework highlights that technology alone is insufficient without appropriate pedagogical strategies.
Additionally, the SAMR (Substitution.
Augmentation.
Modification.
Redefinitio.
model by Puentedura .
is utilized to evaluate whether the identified methods merely substitute traditional reading or redefine the learning experience through digital affordances.
Thus, examining instructional methods becomes essential to understand how digital storybooks can be effectively implemented in EFL classrooms.
The aims of this research are: .
to identify the instructional A 2021 The Author.
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Journal of English Language and Education volume 11 Number 3 2026 Copyright .
2026 Ni Luh Putu Devi Puspitasari, et al.
Instructional Methods Used in Digital Storybook Learning in EFL Classroom: A Systematic Literature Review methods used in digital storybook learning, and .
to examine the learning outcomes associated with each instructional method.
Based on these objectives, the research questions in this systematic review are: .
What instructional methods are used in digital storybookbased learning? and .
What learning outcomes are reported from each instructional method used in digital storybook learning? METHOD This research methodology followed a systematic review approach, adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines to ensure a transparent and rigorous screening process.
To ensure a comprehensive search, the initial stage involved identifying relevant literature across several high-quality databases, including Google Scholar.
ERIC.
ScienceDirect.
SAGE Journals, and Taylor & Francis.
Specific Boolean operators were used to link key keywords, using the following search string: ("digital storybook" OR "e-storybook") AND ("EFL" OR "ESL") AND ("instructional method" OR "vocabulary acquisition").
This strategy allowed for the inclusion of a wide range of terminology while maintaining a focus on pedagogical impact in the English as a Foreign Language (EFL) context.
The initial search yielded approximately 310 articles.
After removing duplicate records, 260 articles remained for title and abstract screening.
Based on predetermined inclusion and exclusion criteria, 60 articles were deemed potentially relevant and were further assessed through full-text reading.
At this stage, 48 articles were excluded because they did not meet the specific quality or contextual requirements of this review.
Detailed reasons for the rejection of these studies are summarized in Table below.
Table 1 Criteria and Reasons for Study Exclusion Exclusion Criterion Language Restriction Non-peer-reviewed Contextual Irrelevance Focus Incompatibility Methodological Insufficiency Total Reason of Rejection Articles were not written in English, limiting the comparability of linguistic analysis.
Sources were identified as grey literature that lacked rigorous academic validation.
Studies focused on L1 (Native Speake.
literacy development or general ESL settings that did not specifically address EFL pedagogical Studies focused on the technical usability of the software or general gamification without evaluating vocabulary acquisition or literacy Studies lacked empirical data Number of Studies As illustrated in Table 1, a detailed breakdown of the 48 articles excluded during the full-text assessment phase.
The most common reason for exclusion was a mismatch in research context .
, where studies focused on native speakers rather than EFL learners.
Additionally, 12 articles were removed for being non-peer-reviewed sources, ensuring that the final selection of 12 studies meets the academic standards required for this synthesis.
provide a clear overview of the literature search results and the subsequent filtration steps, the complete selection workflow is illustrated in the PRISMA flow diagram below Figure 1.
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Journal of English Language and Education volume 11 Number 3 2026 Copyright .
2026 Ni Luh Putu Devi Puspitasari, et al.
Instructional Methods Used in Digital Storybook Learning in EFL Classroom: A Systematic Literature Review Figure 1.
Figure 1 As illustrated in Figure 1, the initial identification phase yielded a total of 550 records.
After removing 280 records due to duplication and other preliminary reasons, 240 records underwent title and abstract screening, which further narrowed the selection to 60 reports for full-text eligibility assessment.
To maintain the quality and focus of this review, these 60 reports were evaluated based on predefined inclusion and exclusion criteria.
Specifically, studies were required to be peerreviewed empirical research published in English and focused on EFL contexts.
Consequently, 48 reports were excluded during this final stage.
The specific reasons for these exclusions, such as the nature of the research .
on-empirica.
and publication type, are detailed in Table.
Table 2 Inclusion and Exclusion criteria Inclusion criteria Articles written in English or Indonesian Articles published between 2019 and 2025 Empirical studies investigating the use of digital storybooks in educational settings Studies that clearly report instructional methods or pedagogical strategies used in digital storybook Studies reporting learning outcomes related to literacy, such as vocabulary, reading comprehension, motivation, and engagement.
Empirical research articles .
xperimental, quasiexperimental, qualitative, or mixed-method studie.
Exclusion criteria Articles written in other languages Articles published before 2019 Studies not related to digital storybooks Studies that do not describe instructional methods Studies that do not report learning outcomes Review articles, opinion papers, editorials, and book Respondents In this study, the term AurespondentsAy refers to the selected empirical articles rather than individual participants, as this research adopts a systematic literature review design.
total of twelve articles were included based on predefined inclusion and exclusion criteria.
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Journal of English Language and Education volume 11 Number 3 2026 Copyright .
2026 Ni Luh Putu Devi Puspitasari, et al.
Instructional Methods Used in Digital Storybook Learning in EFL Classroom: A Systematic Literature Review focusing on studies that examined instructional methods and learning outcomes in digital storybook-based learning.
Instruments The instrument used in this study was a data extraction form developed by the researcher to systematically collect and organize relevant information from each selected The extracted data included research objectives, instructional methods applied, participant characteristics, and reported learning outcomes to ensure consistency and comparability across studies.
Procedures The study followed the PRISMA 2020 guidelines to ensure a transparent and systematic selection process.
The procedure involved several stages, including identification of articles from multiple databases, removal of duplicates, screening of titles and abstracts, full-text eligibility assessment, and final inclusion of studies that met all criteria.
Data analysis Data were analyzed using thematic synthesis.
Instead of merely listing findings, the analysis compared and contrasted results across studies to identify patterns in digital storybook effectiveness.
Findings were then synthesized based on Dual Coding Theory and Cognitive Load Theory to explain how multimodal input enhances EFL vocabulary FINDINGS AND DISCUSSION An analysis of twelve selected studies reveals how digital storybooks are integrated into diverse educational environments to support literacy development.
Researchers across countries have implemented a variety of teaching approaches, from guided reading and multimodal storytelling to gamified e-books, to improve skills such as vocabulary, comprehension, and engagement.
These studies focused on two main dimensions: first, how teaching methods shape how students interact with digital content, and second, how these methods influence learning outcomes such as motivation and reading performance.
A consistent finding across the reviewed literature is that digital storybooks do not function in isolation.
their effectiveness is significantly enhanced by teacher mediation and well-designed pedagogical strategies.
When combined with supportive guidance, these tools help students develop stronger literacy skills and deeper engagement.
The specific characteristics, methods, and results of each study are summarized in Table below.
Table 3 The Overview of Related Studies Author (Khrismaswari et , 2.
Location Indonesia (Buleleng.
Bal.
(Shao.
Nazleen, et , 2.
China (Arellano et al.
Philippines (Amelia et al.
Indonesia Instructional Method.
Task-Based Language Teaching (TBLT), based digital storybook (Design and Development approac.
Gamified Interactive Ebook integrating metacognitive reading Interactive e-storybook (READIFY) integrated with multimedia Multimodal digital storytellingAebased e- Learning Outcomes Increased studentsAo English learning motivation, improved literacy engagement, and enhanced English skills .
eading, listening, speaking, and writin.
Improved mathematical reading comprehension, word problemsolving performance, and increased studentsAo reading motivation Significant improvement in Grade 5 studentsAo English reading comprehension skills, shifting from instructional to independent reading level Improved seventh-grade studentsAo English skills, creativity.
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Journal of English Language and Education volume 11 Number 3 2026 Copyright .
2026 Ni Luh Putu Devi Puspitasari, et al.
Instructional Methods Used in Digital Storybook Learning in EFL Classroom: A Systematic Literature Review book developed through R&D (ADDIE) Project-Based Learning integrated with Digital Storytelling (PjBLAeDST) Scaffolded digital storytelling using Estory Shared reading of digital storybooks mediated by parents (Rasyid et al.
, 2.
Indonesia (Indrayani et al.
Indonesia (Nicholas & Paatsch, 2.
Australia (Saadah et al.
Indonesia Narrative-based interactive digital media for early reading (Sholahuddin & Rini, 2.
Indonesia Digital multimodal learning using Google Sites for narrative text (Wang, 2.
China Multimodal Digital Storytelling (DST) project-based learning grounded in (Zhao & Shamsudin, 2.
China Dialogic reading with PEER and CROWD (Istanti et al.
, 2.
Indonesia A collaborative learning model that integrates digital storybooks with Artificial Intelligence (AI) technology.
multimodal literacy, and learning Enhanced creative narrative writing skills and multimodal communication competence Improved reading aloud skills, including pronunciation, fluency, and studentsAo confidence Enhanced parentAechild interaction and differentiated reading practices, indicating potential support for early language and literacy development when digital storybooks are used in guided reading contexts Improved early literacy outcomes, including phonemic awareness, vocabulary acquisition, reading comprehension, and reading motivation through multimodal and interactive narrative features Significant improvement in studentsAo reading comprehension of narrative texts, along with increased learning engagement through multimodal features .
ext, images, audio, and interactive Improved EFL studentsAo literacy skills .
eading, writing, speaking, translation, and digital literac.
, enhanced critical thinking and decision-making abilities, and fostered moral cultivation and social responsibility This intervention succeeded in significantly increasing children's reading engagement, which included physical dimensions .
isual attentio.
, verbal .
ctively asking and answering question.
, and affective .
nthusiasm for learning Englis.
This implementation has been proven to increase student engagement, strengthen social interactions in literacy, and improve critical thinking skills and independent learning motivation of elementary school students.
A synthesis of twelve selected studies shows that the integration of digital storybooks in EFL contexts significantly improves literacy outcomes, a phenomenon theoretically explained by Dual Coding Theory.
By providing simultaneous verbal and non-verbal input, such as synchronized audio, highlighted text, and animations, digital storybooks enable learners to construct interconnected mental representations of new vocabulary.
This multimodal processing ensures that if learners encounter linguistic barriers in the text, auditory or visual cues provide secondary cognitive pathways for comprehension (Amelia et , 2024.
Istanti et al.
, 2.
Consequently, the effectiveness of these tools lies in their ability to reduce the cognitive effort required for decoding, freeing mental resources for deeper semantic processing and long-term vocabulary retention.
However, a critical comparison of instructional implementations reveals significant debate regarding the balance between learner autonomy and teacher mediation.
While Rasyid A 2021 The Author.
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2026 Ni Luh Putu Devi Puspitasari, et al.
Instructional Methods Used in Digital Storybook Learning in EFL Classroom: A Systematic Literature Review et al.
Wang .
advocate a student-centred, project-based approach that maximizes creativity and independent narrative construction.
Nicholas and Paatsch .
Zhao and Shamsudin .
offer contrasting perspectives, arguing that digital tools alone are insufficient for younger or less advanced learners.
They argue that without structured support, such as dialogic reading or adult-mediated questioning, students often interact with digital storybooks at a superficial level, focusing more on the interactive "play" elements than on the linguistic content.
This suggests that the pedagogical framework surrounding the tool is as important as the technology itself in determining literacy gains.
This discrepancy in results is further explained by Cognitive Load Theory, which warns against the potential distractions inherent in multimodal environments.
As Son and Butcher .
highlight, poorly designed interactive features can act as "seductive details" that overload learners' working memory, leading to cognitive overload rather than enhanced Hence, the high levels of motivation and reduced reading anxiety reported Shao et .
must be carefully managed through the Austructured guidanceAy emphasized by Indrayani et al.
Therefore, effective digital storybook instruction must strike the right balance: leveraging the excitement of multimodality to foster engagement while using teacherled scaffolding to ensure that cognitive load remains focused on the intended pedagogical Overall, while the reviewed literature generally supports the immediate benefits of digital storybooks, significant gaps remain regarding the sustainability of these learning outcomes and the demographic diversity of participants.
Most current studies rely on shortterm interventions that may be influenced by the Aunovelty effect,Ay where student engagement temporarily increases due to the introduction of a new technological tool.
To address this, future research should prioritize longitudinal studies to track long-term vocabulary retention and comparative studies between younger and older learners to determine how cognitive maturity influences multimodal processing.
Based on the synthesis of these twelve studies.
Digital storybooks should not be used as passive rewards or isolated pastimes.
they should always be paired with task-based outcomes, such as retellings, digital storytelling, or collaborative projects, to transform visual engagement into active linguistic production.
shifting the focus toward long-term impacts and active pedagogy, the field can ensure that digital instruction leads to sustained literacy gains.
CONCLUSIONS
This systematic literature review examined instructional methods used in digital storybook-based learning and the associated learning outcomes across twelve empirical studies, revealing that the effectiveness of digital storybooks depends not on the technology itself but on how it is pedagogically implemented.
The findings identify three major instructional approachesAitask- and project-based learning, multimodal and technologyenhanced learning, and interaction- and support-based learningAieach contributing differently to literacy development and proving most effective when aligned with specific learning objectives.
These approaches consistently produce positive cognitive and affective outcomes: task- and project-based methods enhance productive language skills and collaboration, multimodal approaches support reading comprehension and digital literacy, and interaction-based methods strengthen early literacy, vocabulary development, and learner engagement through scaffolding and active participation.
Overall, digital storybooks should be viewed as pedagogical tools rather than mere digital reading materials, as their potential is maximized through well-designed instructional strategies, appropriate teacher guidance, and interactive learning environments.
While the study offers practical implications for educators and contributes to a clearer understanding of how instructional approaches shape learning outcomes, it is limited by variations in research contexts, sample characteristics, and instructional designs, suggesting the need for future research to explore long-term effectiveness and adaptation across diverse educational settings, including the integration of emerging technologies such as artificial intelligence.
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Journal of English Language and Education volume 11 Number 3 2026 Copyright .
2026 Ni Luh Putu Devi Puspitasari, et al.
Instructional Methods Used in Digital Storybook Learning in EFL Classroom: A Systematic Literature Review
ACKNOWLEDGEMENTS
This project was supported by the English Education Study Program of Universitas Pendidikan Ganesha.
The authors thank our colleagues for their valuable insights that contributed to the improvement of this manuscript.
REFERENCES