The purpose of this study was to investigate the impact of a digital storytelling assignment on the motivation for learning English of students with low proficiency and confidence in English. The participants of this study were non-English major students in Japan who studied in four courses of English as a Foreign Language (EFL). Each course was 15 weeks long and was held in the spring and fall terms of 2018. The study goal of the course was to acquire skills and knowledge to present ideas and messages effectively with the use of Information and Communications Technology (ICT) and English. The findings of a previous study (Kasami, 2007) showed that most students were more motivated for learning through the use of a digital storytelling assignment than through the use of a (non-digital) storytelling assignment, and this study will attempt to confirm the usefulness of the digital storytelling assignment particularly for students whose English proficiency level is low. In this research, three (pre-, midterm- and post-) questionnaires were employed to collect the necessary data. The results of the three questionnaires and two tests were received from 65 students. This research focused on 27 students, from the group of 65, with the lowest proficiency and confidence in English as determined by the results of the pre-test and pre-questionnaire. The analysis of the data showed that the digital storytelling assignment could enhance learning motivation for most participants with low proficiency and confidence in English. Most of the students in the study also felt confident about conducting a digital storytelling assignment in English.