The purpose of this study was to examine the benefits of using Digital Storytelling (DST) in language classes in higher education. The study also aims to explore the appropriate classroom activities which assist language teaching and learning. The thirteen-week study adopted a pretest and posttest quasi-experimental design involving a group of 20 postgraduate students and research scholars in two English classes. Qualitative data were collected, questionnaire responses for learning, as well as recordings of student interviews for evaluating the effectiveness of DST in learning. Descriptive analysis and qualitative content analysis was used for evaluating the obtained data. Our findings indicate that DST is happy with DST and they feel they learned a lot from DST, especially their written skills and enhanced the high level of vocabulary.