Developing Written Speech Competence in English Philology Students Based on Digital Storytelling

Abstract

This article examines the development of written speech competence in English philology students on the basis of digital storytelling. The relevance of the topic is connected with the growing role of multimodal literacy, project-based writing, and digitally mediated composition in higher language education. Recent research shows that digital storytelling is no longer viewed only as a motivational classroom technique; it is increasingly treated as a structured pedagogical approach that can improve writing performance, learner engagement, vocabulary development, autonomy, and creative language use in second-language contexts. The purpose of the study is to substantiate the pedagogical potential of digital storytelling in developing the written speech competence of English philology students and to identify the main methodological conditions that ensure its effectiveness. The findings show that digital storytelling contributes to written speech competence by strengthening idea generation, textual organization, lexical enrichment, audience awareness, revision, motivation, and reflective authorship. It is argued that the value of digital storytelling lies in its ability to integrate narrative thinking, language practice, multimodal design, and communicative purpose within a single pedagogical framework. The article concludes that digital storytelling can serve as an effective means of developing written speech competence in English philology students when it is implemented through carefully structured writing tasks, guided feedback, and academically relevant genres.