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The Impact of Digital Game-Based Learning on Intermediate EFL Vocabulary Development. A Literature Review
(2025-05-26) Prekadini, Sherif; Smart, Laurie; University of Gothenburg / The Board of Teachers Education; Göteborgs universitet / Lärarutbildningsnämnden
A well-developed vocabulary is essential to second language (L2) proficiency, serving as the foundation for both receptive and productive competence. In recent years, there has been a growing interest in using digital gameplay to enhance vocabulary acquisition in language education. However, a comprehensive and current review investigating this within an EFL context remains lacking. This review aims to examine the impact of Digital Game-Based Learning (DGBL) on intermediate EFL vocabulary acquisition, with a focus on three aspects: incidental vocabulary acquisition, productive vocabulary, and vocabulary learning strategies (VLS). A total of sixteen peer-reviewed studies published between 2015 and 2025 were analysed. These studies were selected and compared based on criteria including learner level, demographic relevance, and research focus. Findings indicate that DGBL positively influences vocabulary acquisition and production through increased learner engagement, motivation, and the use of self-regulated strategies. Additionally, variables such as frequency of play and game genres were identified as contributing to vocabulary development. The review concludes by discussing the pedagogical implications and limitations of the findings and by highlighting areas in need of further research.
Extramural English and English Proficiency in European EFL/ESL Youth. Exploring the Role of Out-of-School Exposure in Language Development
(2025-05-19) Aili, Daniel; Khlopotin, Anton; University of Gothenburg / The Board of Teachers Education; Göteborgs universitet / Lärarutbildningsnämnden
In today’s globalized society, the English language dominates much of the western digital media landscape. Language exposure occurring outside of formal education, or Extramural English (EE), has become a central factor in shaping the proficiency levels of EFL/ESL learners across Europe and the majority of the world. This literature review explores the relationship between EE and English language development among young learners, with a particular focus on vocabulary, writing, and oral skills. This study analyses studies from 10 empirical sources conducted between 2010 and 2025, identifying clear patterns that link early and frequent engagement with EE to improved language proficiency. The studies show that productive activities, such as reading, writing, and speaking tend to yield stronger benefits than passive activities, such as watching subtitled shows or listening to music. The impact of gaming is contested, showing positive, negative or no significant effects depending on the context. Key factors such as age, existing proficiency levels, and cultural impacts play a significant role in influencing outcomes. Overall, the evidence suggests that EE plays a vital and increasingly influential role in the language learning.
Strategies in the EFL Classroom: Teaching Pupils with Disabilities. Literature review
(2024-12-10) Darakhchan, Sara; Johansson, Klara; Katiraei, Aylin; University of Gothenburg / The Board of Teachers Education; Göteborgs universitet / Lärarutbildningsnämnden
The aim of this literature review is to give an overview of the strategies and adjustments used in the EFL and ESL learning environment to provide support for students with disabilities. Previous studies have determined that English language teachers want more information on how to help and support their students with disabilities. In order to gain insight into possible adjustments for creating a more inclusive EFL learning environment, 19 sources are explored in this review. These sources either address nonphysical disabilities, physical disabilities or both with the scope set to the period of 2015-2024. The studies show that various approaches have been implemented to support students with disabilities, with some methods overlapping across different disabilities. These approaches are discussed in relation to the EFL learning environment and analysed in order to see how practical or realistic they are for implementation in the Swedish EFL classroom. Some adjustments are considered to be more realistic and suitable compared to others. It is concluded that further research is needed, especially concerning research setting and the sample size of participants.
IA como aliada Cómo la Inteligencia Artificial puede reducir la Ansiedad ante el Aprendizaje de Lenguas Extranjeras en la expresión oral en el aula de ELE
(2024-11-20) Catasus Henmark, Thea; Söderman, Matilda; University of Gothenburg / The Board of Teachers Education; Göteborgs universitet / Lärarutbildningsnämnden
The presence of sophisticated artificial intelligence (AI) as a teaching tool in language education has increased in recent years, sparking discussions about its impact. Simultaneously, researchers have long reported that students suffer from foreign language anxiety (FLA), specifically related to oral practices in the language classroom. Our aim with this literature review is to study and analyse previous research on how AI can serve as an effective tool for reducing FLA among students learning Spanish as a foreign language in Swedish upper secondary schools. We observe a lack of research in this field, which may be attributed to the fact that AI is a relatively new teaching tool. However, in the studies we analyse, the findings indicate that integrating AI into the language classroom can help reduce FLA. This integration has the potential to create a non-judgemental educational environment where students can practice at their own pace and according to their individual linguistic levels.
Exploring the Integration of Artificial Intelligence Tools in English as a Foreign Language (EFL) Pedagogy. A Literature Review
(2024-01-18) Andersson, Rasmus; Ringhagen, Axel; Tapper, Albin; University of Gothenburg / The Board of Teachers Education; Göteborgs universitet / Lärarutbildningsnämnden
The introduction of artificial intelligence (AI) tools in schools has sparked a polarised debate about its negative impact on critical thinking, plagiarism, and problem-solving skills. Future educators will be affected by the tools, prompting this thesis to explore their potential benefits and challenges through a literature review. The main focus is particularly on its implementation in the English as a Foreign Language (EFL) classroom aiming to provide a balanced perspective in light of the rapidly evolving field of AI-powered education. By gathering data on empirical studies done in the EFL classroom where AI was used, two main skills were identified and focused on: writing and speaking. The results highlight both concerns and possibilities. The main concerns regard students’ overreliance on the tools, inaccuracies of tools, a lack of personalization, cultural bias, and potential issues of privacy. The possibilities include maximising time efficiency for teachers, lowering anxiety for students connected to performance, making education more equal for all students, and enhancing students’ proficiency through effective feedback and assessment. The interpretation of the results indicating whether AI is seen as a possibility or a concern seems to depend on the teacher using the tool. Preconceived ideas, education, and experience are background factors if the teacher successfully implements the tools. Most educators agree that a balanced approach is the way forward using the tools. To ensure the balanced and effective use of AI tools in the classroom, appropriate guidance is essential. The results of our review show further research needs to be done, for example on the accuracy of the tools, to maximise its use for students' and teachers’ benefit.
The Influence of Literary Texts on Intercultural Competence in the EFL Classroom. A Literature Review
(2023-11-14) Ehrnborg, Amanda; Ring, Ebba; University of Gothenburg / The Board of Teachers Education; Göteborgs universitet / Lärarutbildningsnämnden
Due to the growing status of English as a global language of communication, cultural studies have become an increasingly important aspect of English as a foreign language (EFL) education. Many scholars argue that there is now a need to deviate from merely focusing on Anglo-Saxon cultures and to embrace an intercultural perspective in education, a view that is also reflected in the Swedish educational frameworks. This literature review investigates the current state of research in the field of intercultural competence development in EFL contexts. Specifically focusing on research using fictional texts and classroom activities for this purpose, we examine what researchers within this field argue to be important themes within EFL cultural education; what their rationale is behind the choice of using literary texts; as well as what classroom activities and outcomes they report on. The results of this paper shed light on specific cultural themes used in intercultural education. The review also suggests that fiction, implemented with appropriate classroom activities, could be a beneficial tool to enhance students’ intercultural (communicative) competence. However, there is still a need for further empirical research, particularly within a Swedish context.
A Literature Review of Trends, Attitudes and Multilingual Learning in Research on Cross-Linguistic Influence
(2023-11-14) Bergman, Malin; Engström, Alma; University of Gothenburg / The Board of Teachers Education; Göteborgs universitet / Lärarutbildningsnämnden
This literature review identifies what trends and attitudes can be found and how the multilingual learning process is depicted in research on cross-linguistic influence (CLI) between 2009 and 2023. The aim of this is partly to investigate the changes that have followed the EU’s commitment to reinforce multilingualism and to compare current research with historical findings. Through database searches via Gothenburg University Library, 13 peer-reviewed empirical studies were found which could be included based on four inclusion criteria. The findings show that most studies focus on models, hypotheses and factors and aim to predict and explain when and why CLI occurs. Another finding shows a continued shift from a negative toward a neutral view of transfer. Lastly, a minority of the studies examine reverse and bidirectional transfer as well as the intentionality of CLI, illuminating both the complexity of the multilingual learning process and a shift from the long-standing tradition of monolingual prejudice.
Willingness to Communicate and the Ideal L2 Self Inside and Outside the EFL Classroom. A Literature Review
(2023-11-14) Granlund, Ida; Lyttkens, Alice; University of Gothenburg / The Board of Teachers Education; Göteborgs universitet / Lärarutbildningsnämnden
This literature review investigates why EFL (English as a Foreign Language) students are reluctant to speak the target language in the classroom. As this is a complex question with complex answers, this review focuses on how the L2 Motivational Self System (L2MSS), specifically the ideal L2 self, affects willingness to communicate (WTC). The L2MSS is a motivational model based on the psychological theories of the self with the ideal L2 self denoting a future L2 speaking self the student wants to become. WTC in turn specifies how willing a person is to speak in an L2 at a specific time and place. Furthermore, this study also reviews studies conducted on extramural English (EE) and how it affects WTC as it is highly prevalent in Swedish teenagers’ lives and it has to be taken into consideration. EE encapsulates all English activities a student participates in outside formal educational contexts. Results showed that WTC was positively affected by a strong and vivid ideal L2 self. Little research on how EE affects the L2MSS and WTC has been made, which makes the results less conclusive, but there are tendencies that show a positive correlation. What this review can conclude is that it is difficult to analyze simply how one variable of the L2MSS affects another, they are all intertwined and impact each other constantly. The pedagogical implications are manifold, but the main finding is for teachers to help students create an ideal L2 self which will enhance WTC and make use of EE as a language learning resource.
Using Climate Fiction in Education for Sustainable Development in the EFL Classroom. A Literature Review
(2023-11-14) Gille, Emelie; Segerdahl, Tove; University of Gothenburg / The Board of Teachers Education; Göteborgs universitet / Lärarutbildningsnämnden
Due to climate change, the human race faces the challenge of how to change our behaviour towards nature in order to achieve a more sustainable future. In educational settings, this is reflected in the Swedish steering documents issued by the National Agency for Education requiring teachers to implement environmental education in their teaching. However, there are no explicit instructions on how to achieve this. For subjects within humanities, such as English as a Foreign Language (EFL), the possibility of using literature to address environmental issues, has lately become a topic of discussion. More specifically, climate fiction is proposed to complement scientific perspectives and contribute with alternative narratives of possible future scenarios. The aim of this paper is therefore to review the research field on this topic and in alignment with existing educational frameworks, investigate whether literature, in the form of climate fiction, can help students reflect upon their relationship to the natural world and become environmentally conscious members of society acting for a sustainable future. The result of the study suggests that climate fiction used under the right circumstances could fulfil this purpose, although there is still a need for future empirical research before drawing any firm conclusions.
Teaching Critical Literacy Through the Use of Texts in the ESL-Classroom. A Review
(2023-05-12) Ankarlund, James; Bos, Janine; University of Gothenburg / The Board of Teachers Education; Göteborgs universitet / Lärarutbildningsnämnden
Teaching critical literacy through texts is not a well-researched method, despite the positive result of previous research. Critical literacy as a concept and as a method could be a factor in boosting intercultural competence, which should be considered highly desirable in an ever more diverse society. In this review, we analyze and present studies done on the subject of teaching critical literacy through texts in the EFL-classroom, while also considering the possible increase in intercultural competence when furthering students critical literacy skills. The findings show that teaching critical literacy through texts is beneficial at all levels of education and that an increased intercultural awareness, though not explicitly stated in the findings, is possible as well. In this review, we will conclude by suggesting possible pedagogical implications and areas for future research through conclusions drawn from our findings.
UTANFÖR RAMEN - En kvalitativ analys på ett konstnärligt arbete om maktrelationer mellan lärare och elever i skolan
(2022-12-14) Perdawidi, Karzan; University of Gothenburg / The Board of Teachers Education; Göteborgs universitet / Lärarutbildningsnämnden
Syfte Syftet är att utifrån erfarenheterna av min konstnärliga gestaltning och litteraturstudie undersöka hur eventuella maktrelationer mellan lärare och elever kommer till uttryck. Vad händer i klassrummet med hänsyn till maktrelationer mellan lärare och elever och hur begränsar/avskärmar skolan som rum handlingar. Frågeställningar • Hur formas maktförhållanden mellan lärare och elever i skolan? • Hur formas lärare och elevers subjektspositioner i skolan? • Vilka maktstrukturer finns i klassrummet mellan lärare och elever? • Hur formar klassrummet maktrelationen mellan lärare och elever? Metod Materialet består av ett konstnärligt arbete i form av installation och korta intervjuar i det offentliga rummet. Denna analys av studien om maktrelationer mellan lärare och elever i skolan, genomförs utifrån bildsemiotik, där jag tolkar verket utifrån begreppen ikon, indexal och symboler. Metoden består även av diskursanalys och begreppet inramning. Inom diskursanalysen använder jag mig av begreppen makt och subjektspositioner, då jag undersöker vilka maktrelationer det finns mellan lärare och elever, samt vilka positioner de får i konsekvens av dessa. Metoden består även av den Goffmanska dramaturgiska modellen där jag använder begreppet inramning för att förklara rummets betydelse av individers agerande. Resultat Resultatet av studien visar att det finns ett hierarkiskt maktförhållande mellan lärare och elever i skolan. Detta maktförhållande formas utifrån olika sociala och institutionella instrument, såsom lagar och normer. Konsekvensen av detta förhållande gör att lärare, respektive elever får bestämda sociala positioner. Lärarnas position är överordnad och har en styrande och kontrollerande roll, medan eleverna är de som blir styrda och kontrollerade. Skolan som rum pressar in både lärare och elever i sina förväntade roller. Dessa konsekvenser av maktförhållande mellan lärare och elever äger alltså rum med stöd av skolans fyra väggar.
Using Literature to Teach Social Justice: A Literature Review
(2022-11-30) Juhlin Liedberg, Maya; Karlsson, Felix; University of Gothenburg / The Board of Teachers Education; Göteborgs universitet / Lärarutbildningsnämnden
Teachers may choose to teach about social justice for many different reasons. Some of these reasons are required by syllabi and some are by teachers’ own initiative. This literature review analyses and compiles 15 academic articles and books, and 3 syllabi that describe different processes of mixing literature studies with social justice issues. Some works focus on select ages, a few on teacher education, and several included their own approaches, exercises and teaching practices. This review the methods and materials used to teach about social justice through literature. We have collected and analysed these studies for the purpose of reviewing their practical applications. The studies show that it is not what we teach about in the context of social justice issues but how we teach that becomes particularly important to practicing teachers.
The Effects of Different Assessment Methods on EFL-Students’ Speaking Performance. A Literature Review
(2022-11-30) Rådeström, Alicia N; Åkesson, Wilma; University of Gothenburg / The Board of Teachers Education; Göteborgs universitet / Lärarutbildningsnämnden
Nowadays, it can be argued that it is becoming increasingly more important to be proficient in speaking the English language due to globalization. Examining teaching and assessment of oral proficiency is therefore important for establishing how EFL-learners’ speaking skills are most effectively taught and assessed. All assessment methods can be categorized as either holistic or analytic, where the teacher either focuses on the overall impression of a student’s performance, or evaluates the student in depth through analyzing their performance in relation to different linguistic dimensions. Due to the dominance of the communicative approach in recent years, interactional assessment methods have emerged. Dynamic assessment and peer-assessment involve an active engagement from teachers and students. This literature review explores the benefits and drawbacks of holistic assessment and analytic assessment, and reviews dynamic and peer-assessment as assessment methods for speaking, and what impact they can have on EFL-learners’ speaking performances. A total of 15 experimental studies are reviewed and the results show that the holistic approach offers a less time-consuming assessment, while the analytic demands more time. However, the analytic assessment illustrates what areas of development the students have more clearly than the holistic assessment. Furthermore, it is demonstrated that utilizing dynamic assessment and peer-assessment enabled the students to engage in peer-interaction, self reflection and become more independent in their learning process. It is therefore implied that dynamic assessment and peer assessment improved the participants’ speaking performances.
Phasen bei dem Erwerb von Verbalflexion beim DaF-Lernen. Wie sieht die Erwerbsreihenfolge aus und was bedeutet sie für den schwedischen DaF-Unterricht?
(2022-10-04) Berntsson, Sofia; University of Gothenburg / The Board of Teachers Education; Göteborgs universitet / Lärarutbildningsnämnden
Acquisitional Phases for the Learning of Verb Inflection in German as a Foreign Language – What is the acquisitional order and what does it mean for teaching German as a foreign language in Sweden? In this literature review, three studies investigating the acquisitional order of German verb inflection for foreign-language learners are presented. The purpose of this is to find an acquisition order, as well as discuss what the order means for the teaching of German as a foreign language in Swedish schools. Through the presentation and comparison of the three studies, it is found that an overarching order exists: preconjunction phase; regular verbs in present tense; irregular verbs in present tense; modal verbs/multi-word predicates/perfect tense; imperfect tense; number/extension. Although the studies examined have important differences, such as the ages and native languages of the people tested, the overall structure of the acquisitional order is found to be the same, with only minor differences in the division of phases. The acquisitional order is of great importance to the teaching of German as a foreign language in Sweden. The pedagogical implications are that by offering individualized instruction based on where a student is in the acquisitional order, teachers can better help students in their language acquisition.
A Literature Review of the Barriers and Attitudes Towards ICT Integration in the EFL Classroom
(2022-08-03) Andersson, Martin; Skoglund Olsson, Jakob; University of Gothenburg / The Board of Teachers Education; Göteborgs universitet / Lärarutbildningsnämnden
The use of information and communication technology (ICT) has become more widespread in all areas of the world which has made it more relevant to use ICT in schools as well. Therefore, it is important to understand what barriers can block the integration of ICT in the English as a foreign language (EFL) classroom. This literature review aims to investigate what types of barriers hinder teachers from using ICT in the EFL classroom. Simultaneously, it aims to investigate what types of barriers and factors teachers perceive stop them from integrating ICT in their teaching, as well as the effect they have on teachers’ attitudes towards ICT integration. The review includes 11 contemporary studies from various parts of the world. All the included studies were published between the years 2016–2022. Nine main factors have been found, infrastructure, time, training, support, confidence, competence, resistance to change, perceptions and demographics, which acts as barriers affecting teachers’ perception and attitudes regarding the integration of ICT in the EFL classroom. Although the research in this review is rather unanimous there are some studies that point to the contrary regarding the effect age, gender, time and experience has on the integration of ICT in the EFL classroom.
Los efectos del uso de aplicaciones de ludificación como herramientas digitales en las clases de ELE. Una revisión literaria
(2022-08-03) Morante Galvez, Martin; University of Gothenburg / The Board of Teachers Education; Göteborgs universitet / Lärarutbildningsnämnden
¿Es posible aumentar tu vocabulario usando aplicaciones de ludificación como herramientas digitales? Esta revisión literaria se basa en lo dicho por los estudios sobre los efectos de implementar aplicaciones de ludificación para enseñar vocabulario en las clases. El propósito de este trabajo es tratar de aclarar cuáles son los efectos que puede tener la implementación de aplicaciones de ludificación como herramienta digital para el aprendizaje de vocabulario en las clases, con un enfoque especial en el español como lengua extranjera (ELE) en las escuelas suecas. Pero debido a la falta de investigaciones que abarquen el tema, también se incluirán estudios internacionales que sobre otras segundas lenguas que mencionen el tema. Los estudios presentados en esta investigación muestran que la implementación de las aplicaciones de ludificación como herramientas digitales tienen un buen efecto en el aprendizaje del vocabulario, especialmente en los estudiantes que sufren de diferentes problemas de concentración, pero también señalan la importancia de las competencias digitales que los maestros deben poseer para poder implementar tales herramientas a sus lecciones de una manera estructurada y adecuada con el propósito de evitar que los estudiantes caigan en distracciones indeseadas durante las clases.
Grammar Teaching Beliefs and Practices Among EFL Teachers. A Literature Review
(2022-08-03) Ericsson, Johan; Wassén, Lisa; University of Gothenburg / The Board of Teachers Education; Göteborgs universitet / Lärarutbildningsnämnden
This review focuses on grammar teaching beliefs and practices among EFL teachers, specifically those teaching at the high school level. The aim of the review is to achieve an updated understanding of the relationship between beliefs and practices by reviewing the most recent studies on the topic. Moreover, this can aid teachers in developing a deeper understanding of the motivation behind their pedagogical decisions, which can serve to improve their practice. In total, ten studies were analyzed. When comparing the studies, we focused to a high degree on the method of data elicitation used. Findings indicate that there is divergence between teachers’ beliefs and practices. Possible causes for this divergence are discussed, along with the importance of using observations in conjunction with other methods when studying this topic. This review highlights the need for a similar study in the Scandinavian context in order to verify whether conclusions are generalizable beyond their context. Finally, the possible pedagogical implications of the findings are presented.
Mehrsprachigkeit im DaF-Unterricht in Schweden. Translanguaging als pädagogisches Werkzeug
(2022-05-16) Heldmann, Christine; University of Gothenburg / The Board of Teachers Education; Göteborgs universitet / Lärarutbildningsnämnden
Während der letzten Jahre hat die kulturelle und sprachliche Vielfalt in Schwedens Klassenzimmern stetig zugenommen. Als Konsequenz daraus bringen viele Schüler*innen mehrsprachige Ressourcen in den Unterricht der modernen Sprachen (hier: DaF-Unterricht) mit, die jedoch häufig vernachlässigt werden anstatt aufgegriffen, geschätzt und als Ressource zum Erwerb von Deutsch als Fremdsprache eingesetzt zu werden. Das Ziel der vorliegenden Examensarbeit ist es, anhand einer Literaturstudie darzustellen, wie mehrsprachige Schüler*innen weitere Fremdsprachen erlernen. Außerdem wird ergründet, wie diese Schüler*innen mithilfe des Translanguaging-Ansatzes als pädagogisches Werkzeug ihr gesamtes sprachliches Repertoire nutzen und ihre vorhandenen Sprachen miteinander verknüpfen können, um Deutsch als Fremdsprache zu erlernen. Die aus der Literatur gewonnenen Einsichten bestätigen die Annahme, dass sich der Fremdsprachenerwerb mehrsprachiger Schüler*innen von dem einsprachiger Schüler*innen in einigen Faktoren unterscheidet. Der Ansatz des pädagogischen Translanguaging zeigt Ansatzpunkte auf, wie Lehrer*innen die Sprachen und Kulturen ihrer Schüler*innen aktiv und spürbar wertschätzen können und wie sie Aktivitäten für den DaF-Unterricht strategisch so planen können, dass mehrsprachige Schüler*innen ihr gesamtes sprachliches Vorwissen reflektieren und bewusst für ihre weiteren Lernprozesse nutzen können.
La literatura infantil y juvenil en la enseñanza de español como lengua extranjera – desde una perspectiva intercultural. Una revisión literaria
(2022-05-10) Sakr, Merlissa; University of Gothenburg / The Board of Teachers Education; Göteborgs universitet / Lärarutbildningsnämnden
Kan barn- och ungdomslitteratur gynna elever som läser spanska som andraspråk? I denna forskningsöversikt kommer frågan ”vad säger tidigare forskning om barn- och ungdomslitteratur i spanskundervisningen för att skapa ett interkulturellt lärande?” att besvaras. Syftet med detta arbete är att försöka ge en så klar bild som möjligt vad barn- och ungdomslitteraturen kan bidra med i undervisningen för att skapa ett interkulturellt lärande. Fokus ligger främst på spanska som andraspråks-elever i den svenska skolan, men eftersom det saknas tillräckligt med studier inom området kommer studier som behandlar andraspråksundervisning också att inkluderas. Alltså kommer detta arbete att presentera tidigare forskning som gjorts både nationellt och internationellt. Forskning som belyser vikten av barn- och ungdomslitteratur och dess fördelar samt forskning om vad för typ utav barn- och ungdomslitteratur som bör finnas med i andraspråksundervisningen kommer att presenteras. Den forskning som presenteras visar till mesta dels positiva aspekter som barn- och ungdomslitteraturen medför, vilket i sin tur kommer att leda till ett interkulturellt lärande.
The Effects of Videos and Digital Storytelling on Learner Motivation in the EFL Classroom: A Literature Review
(2022-04-25) Ek, Ellen; Holmgren, Téa; University of Gothenburg / The Board of Teachers Education; Göteborgs universitet / Lärarutbildningsnämnden
This literature review presents and discusses two CALL-methods, namely the use of videos and digital storytelling in the EFL-classroom, and their effects on students’ motivation to learn English as a foreign language. Due to the rapid development in technology and its incorporation into teaching it is of great importance to examine its effects on learner motivation. The findings are categorised into the following structure: videos and motivation, and digital storytelling and motivation. The discussion part of the review summarises the results, main points, and limitations from the empirical studies reviewed, additionally it also discusses their pedagogical implications. The main conclusion is that videos and digital storytelling do have a positive impact on students’ motivation when incorporated in the EFL-classroom, as the empirical studies presented in this literature review have shown. Finally, this review suggests some areas for potential future research in the field of videos and digital storytelling, and their effects on learner motivation in the EFL classroom.

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