Abstract
The article describes an action research study that uses narrative reflective reports and digital storytelling as tools to enhance the narrative competency of aspiring foreign language instructors. The main purpose was to test different approaches for developing the narrative competency of foreign language instructors in context-based instruction. The study involved 68 students of pedagogical faculty of foreign languages. Through systematic reflection and analysis, students can develop reflexive and critical awareness. Regarding the creation of reflective reports, the authors revealed that future foreign language teachers are encouraged to examine their story-making processes productively, to create fresh accounts from different perspectives. The findings demonstrate how students' personal narratives guide classroom activities throughout the teaching process. Creating narratives, students are cognitively involved; they pay attention to the crucial results, developing narrative competence. The information provided in the study will be useful for foreign language teachers, linguists, university professors, students majoring in linguistics.