Teaching digital storytelling within English classes in a non-linguistic university

The aim of the study is to consistently describe the experience of using a multimodal approach, in particular, digital storytelling in teaching a foreign language in a non-linguistic university. The author highlights multimodality as a defining principle of communication. Presenting the potential of digital storytelling in first and second year foreign language teaching, the paper defines multimodal literacy. The technology of teaching the creation of digital stories in a foreign language has been developed, criteria for evaluating the results of students' activities have been formulated. Examples of digital storytelling tasks are presented. The advantages and challenges of using this method in foreign language teaching are identified. The study proves that the inclusion of digital storytelling in the educational process increases learner satisfaction, the author's algorithm for digital storytelling and assessment criteria optimize the learning process.