Purpose: Despite the acknowledged benefits of digital storytelling in fostering language development, investigations into its cognitive and affective dimensions in English-as-a-Foreign-Language (EFL) education, especially concerning high and low achievers, have been scarce. This study, therefore, aimed to scrutinize the effects of multimodal digital storytelling presentations on storytelling outcomes and emotional responses of high and low achievers within an EFL context. Design/methodology/approach: The study enlisted 52 sophomore students from a private university in central Taiwan. Over a 14-week research period, participants were tasked with creating two digital storytelling presentations: the first employing PowerPoint and the second utilizing Book Creator. Data collection encompassed two questionnaires gauging positive/negative affective states and enjoyment in digital storytelling, along with reflective journals. Findings: The results underscored the superiority of Book Creator over PowerPoint in enhancing digital storytelling presentation quality. High-achieving students reported heightened positive affective experiences and a greater sense of enjoyment compared to their low-achieving peers. However, both groups exhibited comparable levels of negative affect, suggesting the existence of anxiety despite the presence of positive emotions during the learning process. Originality/value: This study contributes by emphasizing the equitable significance of cognitive and affective facets within technological multimodality, thereby illuminating the multifaceted essence of EFL learning.