VietTESOL International Convention 2026

Academic reading, particularly in the Mekong Delta, is often seen by freshmen as an overwhelming and repetitive process, resulting in low engagement and poor comprehension among students. This study examines the implementation of Gamified Digital Storytelling (GDS) to transform EFL reading into a more immersive, second-language-like environment. Interactive platforms like Genially or Nearpod turn static reading passages into narrative-oriented experiences that force the student to be active participants. The study uses a quasi-experimental design to work with two groups of freshmen: an experimental group using GDS modules and a control group employing typical paper-based approaches. Collecting data consists of pre- and post-tests to assess comprehension gains, in addition to the Motivated Strategies for Learning Questionnaire (MSLQ) to assess changes in intrinsic motivation. Using this methodology, it is hypothesized that gamified factors (i.e., immediate feedback, branching narratives, visual progress tracking, etc.) can reduce the affective filter and bridge the comprehension gap for regional students on their path to higher education. The research also provides practical applications for educators on designing interactive digital content. Attendees get a model for introducing GDS into their own classrooms to promote a more interactive and self-directed learning culture, part of the movement towards repositioning English as a more spontaneous and unified language.

Keywords: Gamified digital storytelling, reading comprehension, student engagement