This study investigates the use of Digital Storytelling (DST) to enhance students’ speaking and listening skills in an English as a Foreign Language (EFL) classroom. Using an analytic autoethnography, the research reflects the teacher-researcher’s experience in implementing DST over one week with tenth-grade students at MA Al Musyaffa’. Students worked in groups to plan, write, and present their stories. Although the project did not include audio recordings, students practiced speaking and listened attentively during peer presentations. The process supported oral fluency, vocabulary development, pronunciation, and comprehension. The findings indicate increased student confidence, engagement, and collaboration. The teacher’s reflections revealed pedagogical insights, including the importance of scaffolding, flexibility, and reflective practice in integrating technology into language instruction. In conclusion, DST provides an effective, student-centered strategy for improving oral communication in EFL settings. It also encourages teacher growth through ongoing reflection.