This study compared Thai students’ improvement in English speaking after implementing a traditional storytelling activity and a digital (video enhanced) storytelling activity in class, investigated their attitude before and after implementing the storytelling and digital storytelling activities, and examined the degree of speaking anxiety before and after implementing the activities. The sample comprised 64 first-year non-English major students studying at Rajamangala University of Technology Krungthep University, in Thailand. The participants were divided into two groups, namely the storytelling and digital storytelling groups. The research instruments comprised a pre-post speaking test, student attitude questionnaire, and speaking anxiety questionnaire, all employing 5-point Likert scales. The study found that 1) both groups of students’ mean scores on the test of English speaking ability improved after implementing the storytelling and digital storytelling tasks, 2) both groups of students’ mean scores on attitude towards implementing the storytelling and digital storytelling tasks improved, and both were positive, and 3) both groups of students’ mean scores on the pre-post test of anxiety improved. The digital storytelling group appeared to improve more both in speaking ability and in reducing anxiety, with further research using statistical testing required to determine whether this was significant.