<![CDATA[This study investigated the pre-service teachers’ practices in developing Storybird-based digital storytelling materials for teaching English to young students (EYL) context. The research design used in this study is a case study design. The participants of this study were five pre-service English teachers who took EYL course at the fifth semester. Data were collected through reflective writing, semi-structured interviews and limited observation and analyzed using thematic analysis with Gibbs’ Reflective Cycle. Analyzes The findings reveal that participants were involved in an iterative and dynamic reflective process which involved cognitive, affective and pedagogical dimensions. Their reflections progressed from task-focused engagement to deeper pedagogical reasoning and learner-centered thinking. Internal factors (e.g., emotions and prior knowledge) and external factors (e.g., technological constraints and pedagogical demands) influenced the process. This study contributes to the conceptualization of digital storytelling as a reflective pedagogical practice and not only as a technological tool, highlighting the support of pedagogical awareness and adaptive expertise in technology-enhanced learning.]]>
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