本文旨在介紹一項有效應用於大學通識英文課程中之教學設計—數位說故事。文獻研究為本教學設計提供了理論架構，本文作者以任教五專四年級班級之94 位學生為教學對象，本文中詳細描述了學生們在以Windows Movie Maker 軟體創作個人英語短片時所經歷的七項學習任務，作者在文中分享了學生對此學習活動的回顧反思，顯示學生普遍肯定這項英語學習課程，雖然創作過程中遭遇了一定的困難，學生仍能創作出屬於個人的英文數位故事。而作者更於本文末提出對其他通識英文教師的教學建議，以期共同尋求一項創新的教學方法來有效教育非英語主修學系的學
生。

This article aims to introduce an effective English learning practice implemented in a general education English course at a junior college in Taiwan. Previous studies of the potential benefits of using the digital storytelling in English education provided the theoretical framework for the curriculum design. The author involved 94 fourth-year junior college students in a digital storytelling project. Students went through a seven-task model and created their individual short movies by using the Windows Movie Maker software. Students’ retrospective reflections revealed that they found the project helpful with their English learning, although certain difficulties occurred when students created their digital stories. At the end of the article, the author makes pedagogical uggestions to other teachers of English who also seek a new approach to developing English proficiency in their low-achieving non-English major students.