Digital storytelling with AI for teaching English in rural contexts in Ecuador

Rural English as a Foreign Language (EFL) instruction in Ecuador faces persistent challenges related to limited technological infrastructure, scarce qualified teachers, and reduced exposure to authentic language input. This study examined the implementation of AI-enhanced digital storytelling as a pedagogical strategy for English language teaching in a rural educational context in Ecuador. A qualitative case study design was employed, with 30 upper basic education students (8th to 10th grade) at the Unidad Educativa San Pablo, commune of San Pablo, Santa Elena province, as participants. Data were collected through a structured questionnaire combining Likert-scale items and open-ended questions administered upon completion of a three-phase ChatGPT-assisted storytelling intervention. Descriptive statistics and thematic analysis were applied to quantitative and qualitative data respectively. Results showed that 83.3% of participants perceived ChatGPT as helpful for expressing ideas in English, and three recurring qualitative themes emerged: language practice through narrative, motivation through creative ownership, and awareness of AI as a learning support. The primary barriers identified were limited internet connectivity and unfamiliarity with prompt writing in English. These findings suggest that AI-enhanced digital storytelling constitutes a viable and contextually adaptive strategy for rural EFL instruction, provided that infrastructural constraints are addressed and explicit prompt literacy training is incorporated into the instructional design.