In this paper, a classroom practice is reported in which extensive reading was combined with digital storytelling. It was conducted in an EFL reading class at a national university in Japan. The objective was to provide learners with an opportunity of extensive reading, story analysis, and active learning.

The aim of the study is to examine how extensive reading would help Japanese EFL learners to develop summary writing ability. The results indicated that the ER group developed their ability to provide more detailed description of a story with a clearer sequence of events than their counterparts.