摘要：The purpose of this study is to examine the effects of digital storytelling activities on the student engagement and writing self-efficacy levels of pre-service teachers. The participants of the study are 64 pre-service teachers who are sophomores in the department of Literacy Education in the school of education during the 2015-2016 academic year. A pilot study using 16 junior preservice teachers was carried out before study. The study was implemented using a pretest posttest quasi-experimental design with control group. “Four Aspects of Student Engagement Questionnaire” and “Writing Self-Efficacy Scale” were used as data collection tools. The results of analysis show that the engagement and writing self-efficacy of the pre-service teachers in the experimental group were higher than the pre-service teachers in the control group.
