對於未來教學者使用數位說故事的方式教學時，可以更加著重於學生的創作過程，引導學生使用不同的繪本創作策略與文字表現方式，如此可以增加學生在學習時使用語言學習策略的頻率與提升英語學習成效，除此之外，在創作過程中需要注意學生創作句子的正確度。 關鍵字：數位說故事、語言學習策略 ;Many studies explored the effects of digital storytelling on language learning. However, few studies investigate how participants transform the story they read from books to create stories. Thus, the purpose of the study is to explore the creation strategies and text representation that students applied to create their stories. Participants of this study were sixth grade students in an elementary school in Taiwan. During the storytelling activity, participants were free to choose the English stories they want to read and create a digital storybooks based on given templates. Multiple data including pre-surveys and post surveys on language learning strategies, learning performance, participants’ production and post interviews with participants were collected and analyzed. The results found that students integrated knowledge they learned in the story books in the creation process. Furthermore, students applied more frequently the language learning strategies including memory strategies, cognitive strategies and metacognitive strategies significant difference after the learning activity. The post interview reflects that students were more willing to read English stories after the activity. Besides, the participants frequently reflect upon the use of language as they need to publish their stories with English. Students learned and applied new vocabulary through reading English books and creating digital storybooks. Keyword：Digital storytelling, Language learning strategies
