This paper investigates the impact of digital storytelling on the creativity of English language among undergraduate EFL learners in the digital age. It adopts a mixed-methods, quasi-experimental design with an experimental group and a control group to assess the effectiveness of this method. Data were collected through pretests, post-tests, questionnaires, interviews, and classroom observations. The results indicate improvements in vocabulary, fluency, creativity, and overall language among students instructed using this approach, compared with their peers receiving traditional instruction. Motivation, confidence, engagement, collaboration, and critical thinking also improved through digital storytelling among learners. Despite some technological challenges, the general findings suggest that digital storytelling is a powerful and pioneering tool for English language learning. The study suggests incorporating digital narratives into language learning to foster creativity and interest among undergraduate EFL learners.