The integration of digital storytelling (DST) into teaching has significantly influenced educational development, especially English language acquisition. This study examines the impact of DST-integrated pedagogy on students' attitudes and perceptions toward learning English. In a quantitative study using an experimental design, 200 middle school students were purposively selected and divided into control and experimental groups. The control group received the traditional method of language teaching, while the experimental group received the DST method. Data were collected through a survey and analysed using descriptive and Wilcoxon test. The results suggest that exposure to DST positively influenced students' attitudes and led to better understanding, engagement, and motivation in learning English in the treatment group. This suggests that incorporating DST into English lessons can improve teaching quality and students' overall progress. Further analysis is needed to fully explore the potential of DST-based instruction in developing language acquisition skills.