In this present study, the current research investigated the influence of digital storytelling (DTS) on the development of appropriate reading abilities, ability to think critically, and self-operating learning abilities among aspiring. The following equipment were utilized to achieve these goals: a conventional pre and pro-exam in analytical reading comprehension, a critical reasoning abilities scale, and a self-oriented scale of identity education questionnaires. It has been decided to utilize a quasi-study research approach in this study. The findings of two independent t-tests demonstrated that critical analysis abilities, critical reasoning, and personality abilities all increased considerably in the experimental categories when compared to the control. Because of this, it is advised that instruction be considered a suitable fit for learners from underserved areas in the context of online proficiency and technological expertise. Furthermore, web-based instruction should be utilized with caution to meet the community's demands and to replace a genuine gap infield in learning languages to build holistic educational abilities, which are now lacking

Aspects of digital storytelling, critical reading abilities, critical thinking skills, selforiented learning abilities, and potential instructors