The aim of the present study was to investigate the effect of using digital storytelling in teaching English on writing skills among first year preparatory stage students. It adopted the pre, posttest quasi-experimental design. The participants were first year preparatory stage students (n=64). They were randomly divided into two groups: an experimental group (n=32) and a control group (n=32). The researcher designed a pre-post Writing Skills Test which was validated. She administered it to the two groups before the experiment for equivalence in their writing skills. She also designed a Writing Skills Rubric to be used by the raters for scoring the control group's and the experimental group's pre and post Writing Skills Test. The experimental group received instruction by using digital storytelling, while the control group received normal instruction. The experiment lasted for four weeks during the first term of the school year 2018/2019. The Writing Skills test was post administered to the two groups. The results revealed that using digital storytelling in teaching the experimental group had a positive effect on their writing skills. Some recommendations and suggestions for further research were provided.