This study explored the effect of implementing digital storytelling on the L2 college pre-service teachers' writing ability development. In addition, students' perceptions of experiencing digital storytelling in the children's literature classroom at a university, in particular, in association to their writing ability development were also examined. In carrying out this research, the teacher-researcher employed a quasi-experimental, mixed methods research design, relying on both quantitative and qualitative data sources, including pre- and post- writing tests, and survey data from the students' course evaluation. The results indicated that students' engagement in the digital storytelling activities improved their writing skill at a statistically meaningful level in the analytic scoring (p<.05). In the examination of the language features in their writing focusing on the syntactic complexity, accuracy, and fluency (CAF), participants’ accuracy was found to be improved at a statistically meaningful level (p<.05). In the fluency, only the number of words showed statistically significant increase. The findings in syntactic complexity demonstrated that statistically meaningful enhancement was identified only in some measures. The survey results on the participants’ perceptions revealed that the process of producing digital storytelling projects allowed them to promote their writing ability development. Pedagogical implications on integrating multilieracies tasks, including digital storytelling were offered at the end.