Abstract: The purpose of this study was to explore why a digital storytelling assignment affected non-English-major-students’ motivation for learning English in comparison with a presentation assignment. A course entitled ‘Information English’ was held for university students from a Faculty of Information and Communications in the spring of 2014. The study goal of the course was to acquire skills and knowledge to present ideas and messages effectively with the use of ICT and English. While students made a presentation in front of classmates as a midterm assignment, they created digital stories as a final assignment. The impact of the digital storytelling assignment on students’ motivation was analyzed based on Keller’s ARCS model compared to the presentation assignment. The findings showed that the digital storytelling assignment contributed to increased motivation to learn in all aspects of ARCS.