Abstract: S ome primary school pupils lack the ability to speak English. The study investigated the effect of using digital storytelling strategy on developing primary school students' English-speaking skills. The study used a quasi-experimental approach. The study recruited 60 pupils; 30 pupils for the experimental group and 30 pupils for the control group. While the experimental group pupils were exposed to storytelling strategy, the control group pupils received regular speaking classes. A speaking skill test was developed and administered. Results showed that the pupils of the experimental group outperformed the control group in post-treatment. The experimental group pupils' oral performance increased after exposing them to different storytelling activities. In storytelling, pupils are encouraged to join in repetitive sentences and have the opportunity to suggest variations in certain elements and aspects of the story.