This study investigated Task-Based Language Learning (TBLL) through Digital StoryTelling (DST) in a blended learning environment. Twenty-six Turkish university-level students prepared a DST individually and shared it with their peers in an online discussion platform. Each evaluated and graded others' DST performance based on an assessment scale. After this, they performed their stories in the classroom and similarly assessed their peer's performances. Ultimately, they were asked to give their self-reflection on the pros and cons of performing tasks online and in the classroom. Findings showed that TBLL through DST was more favoured than storytelling in the classroom and helped them to improve their speaking skills. The study suggested DST could be a positive approach in language learning and should be explored further in other language skills and multiple contexts. [For the complete volume, "Education 4.0 Revolution: Transformative Approaches to Language Teaching and Learning, Assessment and Campus Design," see ED607129.]