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Writing in a second language (L2) is a complex cognitive and affective process that presents challenges for many learners, particularly in contexts where English is taught as a foreign language (EFL). Among these challenges, writing anxiety significantly impacts learners' ability to produce coherent and structured texts (Cheng, 2004). Moreover, the traditional methods of writing instruction often fail to engage students in meaningful and interactive ways. To address these challenges, genre-based teaching, collaborative learning, and digital storytelling have emerged as effective approaches to enhance writing instruction and alleviate writing-related anxieties (Hyland, 2007; Robin, 2008). Writing anxiety is a significant affective factor that hinders L2 writing performance. It is often associated with fear of negative evaluation, limited linguistic proficiency, and cognitive overload (Horwitz et al., 1986; Cheng, 2004). High levels of writing anxiety can result in avoidance behaviors, reduced motivation, and lower-quality written output. Studies suggest that integrating interactive and supportive learning environments can help mitigate writing anxiety by fostering confidence and engagement (e.g., Compagnoni & Serragiotto, 2024). Genre-based teaching draws from Systemic Functional Linguistics (SFL) and emphasizes the role of discourse structures in effective communication (Martin & Rose, 2008). By exposing learners to different genres and their linguistic features, this approach facilitates the development of genre awareness, which is essential for writing proficiency. Genre-based instruction provides explicit guidance on text organization, rhetorical patterns, and language use, enabling learners to construct meaning within socially recognized frameworks (Hyland, 2007). The theoretical framework for this study draws on Vygotsky's sociocultural theory, which emphasizes the importance of social interaction in learning processes (Vygotsky, 1978). Collaborative digital st