EXPLORING CANVA-BASED DIGITAL STORYTELLING FOR EFL WRITING MOTIVATION IN SECONDARY CLASSROOMS

Abstract

Digital platforms have increasingly shaped the way language teachers design and deliver writing instruction in EFL classrooms. This study aims to describe the use of Canva as a digital storytelling medium to enhance writing motivation among high school EFL learners. A descriptive qualitative approach was employed, involving 30 tenth-grade students at a public high school in Central Java, Indonesia. Data were collected through classroom observations, writing-motivation questionnaires, and semi-structured interviews conducted during a six-week storytelling assignment using Canva. The findings indicate that students demonstrated increased enthusiasm, creativity, and confidence in writing after engaging in Canva-based activities. Students reported that the visual features, ease of use, and creative freedom offered by the platform reduced their anxiety about writing assignments. Further classroom observations revealed higher levels of active participation and collaborative engagement compared to conventional writing sessions. This study concludes that Canva is a practical and accessible digital tool for fostering writing motivation in secondary school EFL classrooms, particularly in schools with limited technological infrastructure. These findings contribute to the growing body of literature on technology-supported language learning and offer practical insights for ELT practitioners seeking to integrate digital media into writing instruction. Further research is recommended to examine the long-term impact of Canva-based learning on EFL writing performance.