With the existing research gap regarding the validation of the effects of teacher feedback, the relatively limited exploration of the correlation between teacher feedback and speaking performance, and the inadequate examination of emotions, this study endeavored to investigate the efficacy of teacher feedback in digital storytelling among learners of English as a foreign language (EFL). Emphasis is placed on speaking performance, emotions, perceptions among high and low achievers, and teacher reflections. Employing a mixed-methods approach, the research design incorporated data from pre-/post-tests of digital storytelling, student responses to an emotion questionnaire, student perceptions of teacher feedback, and teacher reflections on feedback practices. The findings demonstrated that teacher feedback not only significantly impacted students’ speaking performances throughout the digital storytelling process but also played a key role in regulating their emotions. Both high and low achievers exhibited predominantly positive emotions during digital storytelling and creation. However, high achievers demonstrated greater sensitivity to competitive pressures, contributing to slight differences in emotional experiences between the two groups. Furthermore, low achievers displayed a greater desire for feedback and derived more substantial benefits, particularly in the areas of image selection and arrangement. Based on teacher reflections, feedback types were focused on adjusting chosen storybooks (including storyline development and image/illustration design), establishing fulfillment criteria, ensuring equitable distribution of work and presentation within each group, and addressing pronunciation concerns.
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