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The purpose of this study was to compare how the group-based digital storytelling assignment and individual-based digital storytelling assignment affected non-English-major-students’ perception of literacy skills.  The course entitled “Information English” was held for Japanese university students from a Faculty of Information and Communications for 15 weeks.  The study goal of the course was to acquire skills and knowledge to present ideas and messages effectively with the use of Information and Communications Technology (ICT) and English as a Foreign Language.  As a final assignment of the course, they were encouraged to create digital stories with recorded voice and to upload the movie files on the net.  The students were required to introduce Japanese culture to people abroad.  In the course of fall term of 2014, each student was supposed to create his or her own digital story.  On the other hand, in the course of spring term of 2015, each student was supposed to create one digital story with his or her partner or in group of 2-3 students.  The impact of group versus individual digital storytelling assignment on students’ perception of literacy skills was analyzed based on the results of questionnaires.  The questionnaires were based on the literacy skills (Research Skills, Writing Skills, Organization Skills, Technology Skills, Presentation Skills, Interview Skills, Interpersonal Skills, Problem-Solving Skills and Assessment Skills) referred from Robin, B. (2006)’s “educational uses of digital storytelling”.  As a result, there are some differences in skill aspects which students felt effectively for their learning.