Digital storytelling is an educational practice which has attracted the attention of many experts. However, there has been little research on the disadvantages of digital storytelling assignments from the students' perspectives in English as a Foreign Language (EFL) education. Addressing difficulties or problems which are likely to occur in integrating digital storytelling in language learning would provide better insights for education in the future. Thus, this study aims to examine not only the advantages but also the disadvantages of introducing digital storytelling assignments in EFL education by focusing on learners' motivation. To achieve the aim of this study, data was obtained from questionnaire surveys in six courses entitled 'Information English' for students in Japan. Though most students were motivated for learning with digital storytelling assignments, there were also some students who were less motivated. The findings from students' comments revealed that it would be effective to provide specific instruction based on (1) proper guidance of effective narration, (2) the condition of having sufficient time to accomplish the assignment, (3) technical support, and (4) information ethics. [For the complete volume of short papers, see ED590612.]