在多媒體教學普遍運用於課程設計的今日，數位說故事(digital storytelling)被視為革命性的教學設計，經由數位說故事，學生往往能更有效及更有興趣地學習。前人研究中指出 :數位說故事對學生的語言學習有幫助，但因國內學者鮮有人探討數位說故事在英語課程、尤其是技職專校通識英語教育中的應用，本文作者乃針對此一文獻上之不足，於 101年度第一學期在所任教的五專三年級英文課程中實施數位說故事的學習活動。 41位參與學生分為十組，課程前九週為英語繪本朗誦練習，課程後九週，也就是研究數據資料開始收集時，學生分組呈現小組所閱讀的繪本內容並發表心得，因為各小組一致性地決定以數位說故事方式呈現小組學習成果，本文作者根據此教學實際現象提出了下列問題 :1.學生為何特別喜愛以數位說故事的方式呈現學習成果? 2.在製作數位故事時，小組成員的收穫與挫折各為什麼? 3.數位說故事的學習方式，對小組成員的英文學習有何幫助 ?本文作者以質性研究方法分析了所蒐集的各項資料，研究結果顯示：學生喜愛數位說故事的學習方式，而在學習過程中，學生感受到的最大收穫是團隊合作的經驗，但是，成員間的溝通協調，也對學生形成一定程度的挑戰性。所幸，多數的學生認為此項學習活動對他們的英文學習有幫助，其中又以字彙能力的提升佔最多數。

As multimodal media have been widely employed in today's curriculum design, digital storytelling is considered a revolution, which helps students to learn more effectively with a higher motivation. Previous studies indicate that digital storytelling enhances student language learning; however, very few scholars in Taiwan have explored the implementation of digital storytelling in technological school general English courses. To fill in the gap in literature, the teacher-researcher examined her 41 third-year students taking the English course at a junior college. As all the ten groups of students used the medium of digital stories to tell about the picture books they read and to present the reading responses they had, the researcher asked the following questions: 1. Why do the students favor digital storytelling? 2. When producing their digital stories, do the students gain anything or find anything frustrating? 3. Does digital storytelling help the students learn English? The results indicate that the students appreciated digital stories. They also perceived that their biggest gain was group collaboration. However, conducting effective communications with group members was also challenging. Fortunately, the students found that this learning activity benefited their English learning, especially with their vocabulary.