The growing dominance of English as a global lingua franca has intensified the need for effective pedagogical strategies that can enhance English as a Foreign Language learners speaking proficiency, communicative confidence, and engagement within diverse sociocultural contexts. Traditional language teaching methods have often struggled to provide learners with authentic, meaningful, and socially situated opportunities to use English in ways that reflect real world communicative demands. In response to this challenge, recent scholarship has increasingly highlighted the pedagogical potential of digital storytelling and vlogging as multimodal, socially embedded, and learner centered practices capable of transforming English language learning. Grounded in sociocultural theory, constructivist learning principles, and experiential learning frameworks, this study presents an extensive theoretical and methodological investigation into how digital storytelling and vlog based pedagogies function as mediational tools that facilitate speaking development, learner engagement, and communicative competence.

Drawing exclusively on the corpus of literature provided in the reference list, this article synthesizes and extends empirical and theoretical insights from research on cooperative storytelling, digital literacies, multimodal composition, social media mediated communication, and learner engagement. It argues that digital storytelling and vlogging serve not merely as technological add ons but as deeply transformative pedagogical ecosystems in which learners co construct meaning, negotiate identity, and develop language through socially situated practice. By situating learners within their zones of proximal development through collaborative production, peer feedback, and authentic audience interaction, these approaches operationalize Vygotskian principles of scaffolding and mediation while also aligning with Piagetian constructivism and Kolbs experiential learning cycle.

Methodologically, the article proposes a qualitative dominant, mixed interpretive framework grounded in thematic analysis to explore learner narratives, spoken performances, and engagement patterns. The findings, presented through detailed descriptive analysis, indicate that digital storytelling and vlogging significantly enhance learners oral fluency, narrative coherence, pragmatic competence, willingness to communicate, and affective engagement. Moreover, these practices foster intercultural awareness, digital literacy, and learner autonomy, thereby contributing to holistic communicative competence.

The discussion situates these findings within broader debates on method and postmethod pedagogy, equitable learner centered education, and the sociopolitical dimensions of English as a global language. Limitations related to access, teacher expertise, and assessment are critically examined, and future research directions are outlined. Ultimately, the study concludes that digital storytelling and vlogging represent powerful sociocultural catalysts for reimagining EFL speaking instruction in ways that are pedagogically sound, socially relevant, and aligned with the communicative realities of the digital age.