Abstract

In today’s digital world, literacy is more than just reading and writing on paper. It also includes the ability to read, understand, and think critically about digital texts. Many students, however, still struggle with these skills, especially in countries like the Philippines, where reading proficiency remains low. In response, educators are exploring new tools to make reading more engaging and accessible. One such tool is digital flash fiction, short, online stories that are easy to read and appealing to students. This study looked into how digital flash fiction could help improve literacy in the five narrative modes of fiction (description, action, dialogue, thought, and exposition) among Grade 11 students at President Diosdado Macapagal Memorial National High School. The goal of this research was to see if digital flash fiction could improve students' understanding and use of narrative elements compared to traditional printed texts. The study used a quasiexperimental design, with one group reading printed texts and another group reading digital flash fiction. Both groups were assessed using posttests and writing tasks to measure their learning. Findings showed that students who used digital flash fiction performed better in most narrative modes, especially in understanding and writing description, thought, and action. Their scores were generally higher than those of the control group. However, some students still found it challenging to apply what they learned, particularly in writing dialogue and exposition, suggesting that more writing practice may be needed. Digital flash fiction shows strong potential as a teaching tool for improving literacy. It helped students engage with stories more deeply and write more effectively. While not a complete solution, it can be a useful part of a larger literacy program. Future studies could explore long-term use and how it affects other areas of reading and writing.