Hamzah Hamsan2025-05-282025-05-2820252025-5-28Hamzah Hamsan (2025) Enhancing French Language Learning through Digital Storytelling: A Case Study on Passé composé Mastery Among University Students.International Journal of Advanced Research in Education and Society, 7(3), 65–74. https://doi.org/10.55057/ijares.2025.7.3.72682-81382225-310.55057/ijares.2025.7.3.7https://oarep.usim.edu.my/handle/123456789/26889International Journal of Advanced Research in Education and Society, Volume 7 Issue 3 Page (65–74)This study investigates the impact of digital storytelling (DST) on students’ mastery of the passé composé tense in French, focusing on auxiliary verb selection ("être" and "avoir") and agreement rules. A quasi-experimental pre-test/post-test design was conducted with 60 Level 2 French elective students (aged 20–22) at a local university. The pre-test results revealed that 71.7% of students made errors, primarily in auxiliary selection and agreement. After engaging in a structured video-based storytelling task, 95% of participants achieved full accuracy in the post-test. These findings confirm digital storytelling as an effective multimodal learning strategy that enhances grammatical accuracy, retention, and metacognitive awareness, while fostering learner engagement and autonomy. Grounded in social constructivist and self-determination theories, this study supports integrating technologyenhanced methods into language instruction, emphasizing digital storytelling as a valuable tool for foreign language acquisitionen-USFrench language learningdigital storytellinglanguage learning strategiesmultimodal learninginteractive pedagogyJurnal657473