VIETNAM NATIONAL UNIVERSITY HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND LITERATURE EFFECTS OF STORYTELLING ON EFL ELEMENTARY ADULT LEARNERS’ VOCABU[.]
VIETNAM NATIONAL UNIVERSITY- HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND LITERATURE EFFECTS OF STORYTELLING ON EFL ELEMENTARY ADULT LEARNERS’ VOCABULARY KNOWLEDGE AT AN ENGLISH CENTER IN HO CHI MINH CITY A thesis submitted to the Faculty of English Linguistics and Literature in partial fulfillment of the Master’s degree in TESOL By HO NHU VY Supervised by NGUYEN THI NHU NGOC, Ph.D HO CHI MINH CITY, SEPTEMBER 2021 ACKNOWLEDGEMENTS Completing the thesis today, I am immensely grateful to individuals who have constantly supported my journey with wholehearted love and care First and foremost, I would like to express my sincere gratitude to my supervisor, Dr Nguyen Thi Nhu Ngoc for guiding me thoroughly and giving me valuable advice over the process I am genuinely inspired by my supervisor’s extensive knowledge and gentleness which give me the courage to fulfill my research Her proper research approaches and constructive feedback enabled me to conduct the study successfully Besides, I am much obliged to my manager, Ms Thien Kim for giving me the permission to carry out the study in the center She also offered me substantial help during my data collection Furthermore, I would like to send my heartfelt thanks to Ms.Vong Kiu, Ms Thao Ly and other colleagues for giving their contributions to my word lists and stories and for scoring my written tests I want to show my profound gratitude to Ms Angelica and Ms Emma for proofreading the stories and the research instruments I also express my appreciation to Mr Ngoc Viet for guiding me about SPSS Last but not least, I am deeply indebted to my family for their affection, encouragement and hope during my learning process My grandmother and my parents have fervently supported and motivated me since the beginning of the program Without their love and belief, I would not have this achievement i STATEMENT OF ORIGINALITY I hereby certify my authorship of the thesis entitled Effects of storytelling on EFL elementary adult learners’ vocabulary knowledge at an English center in Ho Chi Minh City in terms of one of the requirements for the Master program in TESOL The thesis has not been previously submitted for any degrees or diplomas in other educational institutes Ho Chi Minh City, September 2021 Ho Nhu Vy ii RETENTION OF USE I hereby state that I, Ho Nhu Vy, being a candidate for the Master degree in TESOL accept the requirements of the University concerning the retention and use of Master’s Theses deposited in the Library Following these conditions, I concur that the original of my thesis deposited in the Library should be accessible for the purposes of learning and researching, in accordance with the normal conditions established by the Library for the care, loan, and reproduction of the thesis Ho Chi Minh City, September 2021 Ho Nhu Vy iii TABLE OF CONTENTS CHAPTER INTRODUCTION 1.1 Background to the study 1.2 Aims of the study 1.3 Research questions 1.4 Significance of the study 1.5 Scope of the study 1.6 Organization of thesis chapters CHAPTER LITERATURE REVIEW 2.1 Vocabulary 2.1.1 Definition of vocabulary 2.1.2 Vocabulary knowledge 2.1.3 Improving learners’ vocabulary knowledge 11 2.1.3.1 Methods for improving aspects of vocabulary knowledge 11 2.1.3.2 Repetition of vocabulary 12 2.2 Adult learners 13 2.3 Storytelling 14 2.3.1 Definition of storytelling 14 2.3.2 Criteria for stories in EFL classrooms 15 2.3.3 Some factors of storytelling 16 2.3.3.1 Storytelling and story reading 16 2.3.3.2 Traditional storytelling and digital storytelling 17 2.3.3.3 Storyteller 18 2.4 Roles of storytelling in teaching vocabulary 18 2.4.1 Roles of storytelling in teaching English 18 2.4.2 Previous studies of storytelling in teaching vocabulary 19 2.4.2.1 Previous studies in foreign countries 19 2.4.2.2 Previous studies in Vietnam………………………………………… 21 iv 2.4.2.3 A research gap 21 2.5 Conceptual framework 22 CHAPTER METHODOLOGY 25 3.1 Research design 25 3.2 Context of the study 25 3.3 Participants 26 3.4 Implementation of storytelling 27 3.4.1 Vocabulary selection 27 3.4.2 Design of stories 27 3.4.3 Experimental teaching 29 3.4.3.1 Teaching schedule 29 3.4.3.2 Teaching vocabulary via storytelling in class 31 3.5 Research tools 33 3.5.1 Tests 33 3.5.1.1 Recognition tests (Part A) 33 3.5.1.2 Writing tests (Part B) 34 3.5.2 Questionnaire 36 3.5.3 Interview 38 3.6 Research procedure 38 3.6.1 Pilot stage 38 3.6.1.1 Storytelling 39 3.6.1.2 Tests 39 3.6.1.3 Questionnaire and Interview 40 3.6.2 Data collection procedure 40 3.7 Data analysis 41 CHAPTER RESULTS AND DISCUSSION 42 4.1 Effects of the storytelling on learners’ vocabulary knowledge 42 4.1.1 Vocabulary knowledge 42 4.1.2 Aspects of vocabulary knowledge 46 v 4.1.2.1 Receptive knowledge- Spoken form 46 4.1.2.2 Receptive knowledge- Connection of form and meaning 48 4.1.2.3 Receptive knowledge- Collocations 50 4.1.2.4 Productive knowledge- Grammatical functions 52 4.1.2.5 Productive knowledge - Connection of form and meaning 54 4.1.2.6 Productive knowledge - Vocabulary use 55 4.2 Learners’ attitudes towards learning vocabulary using the storytelling 58 4.2.1 Questionnaire 58 4.2.1.1 Cognition 60 4.2.1.2 Affection 61 4.2.1.3 Behavior 63 4.2.2 Interview 66 4.2.2.1 Effects of the storytelling on aspects of vocabulary knowledge 66 4.2.2.2 The storytelling procedure 69 4.2.3 Learners’ difficulties in learning vocabulary with the storytelling based on questionnaire and interview 72 4.3 Summary of major findings 75 CHAPTER CONCLUSION 77 5.1 Conclusions 77 5.2 Suggestions 78 5.3 Limitations of the study 80 5.4 Recommendations for further research 81 REFERENCES 82 APPENDICES 91 APPENDIX A: VOCABULARY INDEX 91 APPENDIX B: A SAMPLE LESSON 93 APPENDIX B1: AN ADAPTED TEXTBOOK LESSON 93 APPENDIX B2: A SAMPLE STORY 95 vi APPENDIX C: NINE STORIES 96 APPENDIX D: A SAMPLE LESSON PLAN 106 APPENDIX D1: A LESSON PLAN 106 APPENDIX D2: POWERPOINT OF A LESSON 111 APPENDIX E: TESTS 113 APPENDIX E1: TEST SPECIFICATIONS 113 APPENDIX E2: PRETEST, POSTTEST AND POSTTEST 114 APPENDIX E3: CRONBACH ALPHA OF THREE RECOGNITION TESTS 121 APPENDIX E4: ANSWERS OF TESTS 122 APPENDIX E5: ASSESSMENT OF A SHORT PARAGRAPH 125 APPENDIX E6: CHANGES IN SCORES OF EACH VOCABULARY KNOWLEDGE ASPECT 126 APPENDIX F: QUESTIONNAIRE 128 APPENDIX F1: QUESTIONNAIRE IN ENGLISH- VIETNAMESE 128 APPENDIX F2: CRONBACH ALPHA OF QUESTIONNAIRE 131 APPENDIX F3: RESULTS OF QUESTIONNAIRE 132 APPENDIX G: SEMI-STRUCTURED INTERVIEW 133 APPENDIX G1: INTERVIEW QUESTIONS IN ENGLISH 133 APPENDIX G2: INTERVIEW QUESTIONS IN VIETNAMESE 134 APPENDIX G3: A SAMPLE INTERVIEW TRANSCRIPT 135 vii LIST OF ABBREVIATIONS EFL English as a Foreign Language T Teacher Ss Students R Receptive knowledge P Productive knowledge SPSS Statistics Abbreviations df Original words Degrees of freedom M Mean score Max Min N p (Sig (2-tailed)) Maximum Minimum Number Probability value Std Deviation Standard Deviation Definitions Degrees of freedom are the figure of independent values that a statistical analysis can estimate df is calculated by the sample size minus the number of parameters a person calculates during the analysis Mean score equals to the sum of all the values in a set of statistics divided by the total number of values: Sum of all the values M= The total number of values The highest value in a set of statistics The lowest value in a set of statistics The number of participants in a group p=0.05: there is no statistically significant difference between the means A standard deviation shows an estimate of dispersion of values in a set of statistics viii t t-value The t-value measures the size of the difference relative to the variation in the sample data The greater the magnitude of t, the greater the evidence against the null hypothesis, meaning that there is probably a significant difference The closer t is to 0, the more likely that there is no significant difference ix ANSWERS FOR POSTTEST PART A (5 points) PART I (1 point- 0.2 point/Q) D B A A C PART II (2 points- 0.25 point/Q) A D D B C D A C A 10 D PART III (2 points- 0.25 point/Q) 1.Listen to your breathing Cheer me up 2.Take care of pets Improve problem-solving skill 3.Give a discount Have a work-life balance 4.Recommend the shop to friends Prepare for the trip PART B (5 points) PART IV (1.5 points- 0.25 point/Q) He’s medium-height, around 160 centimeters I like to wear a shirt, pants and shoes I need chicken, potatoes, carrots, curry powder, fish sauce and sugar I wear a sweater, take some medicine and drink warm water Reading books can enrich their knowledge and release their stress I prepared clothes, medicine and tickets for the trip PART V (2.5 points- 0.25 point/Q) stunning specialties enrich earn accessories advice stressful discount customers 10 shrimp/ squid PART VI (1 point) Describe your idol I really admire My Tam, a famous singer She has a beautiful voice and a professional style on stage She is attractive with long wavy brown hair and a sharp nose She is mediumheight, around 165 centimeters Talking about personalities, she is hard-working and honest in her job because she spends many hours practicing some songs Besides, My Tam is cheerful and polite when she meets her fans I wish I could meet her in person one day Describe the time when you were sick and went to the hospital I had a serious fever some weeks ago, so I had to see the doctor The doctor asked me some questions about my health problems He checked my temperature, my throat and my blood pressure Then, he gave me some medicine and told me to take it twice a day He also advised me to take a rest and to eat vegetables and fruit I took his advice, and I got better after just two days 124 APPENDIX E5: ASSESSMENT OF A SHORT PARAGRAPH Band • • • 0.8 • 0.6 • • • 0.4 • 0.2 • • • • • Descriptors All parts of the paragraph are fully communicated The language used allows the reader to easily understand the whole paragraph The organization allows the reader to easily understand the whole paragraph Writing at this band has a combination of elements from Bands 0.6 and One part of the paragraph is omitted or unclear The other parts are clearly communicated The language used allows the reader to understand some of the paragraph The organization allows the reader to understand some of the paragraph Writing at this band has a combination of elements from Bands 0.2 and 0.6 Two parts of the paragraph are omitted or unclear Very little of the paragraph is communicated The language used means the reader understands very little of the paragraph The organization used means the reader understands very little of the paragraph Text is totally irrelevant The reader understands none of the paragraph 125 APPENDIX E6: CHANGES IN SCORES OF EACH VOCABULARY KNOWLEDGE ASPECT Table Part 1- Receptive knowledge- Spoken form (N=53) Changes in scores Increase No change Decrease Pretest- Posttest The number The of learners percentage 19 35.8% 15 28.4% 19 35.8% Pretest- Posttest The number of The learners percentage 16 30.2% 15.1% 29 54.7% Table Part 2- Receptive knowledge- Connection of form and meaning (N=53) Changes in scores Increase No change Decrease Pretest- Posttest The number The of learners percentage 28 52.8% 17% 16 30.2% Pretest- Posttest The number of The learners percentage 24 45.3% 11.3% 23 43.4% Table Part 3- Receptive knowledge- Collocations (N=53) Changes in scores Increase No change Decrease Pretest- Posttest The number The of learners percentage 27 50.9% 18 34% 15.1% 126 Pretest- Posttest The number of The learners percentage 32 60.4% 16 30.2% 9.4% Table Part 4- Productive knowledge- Grammatical functions (N=53) Changes in scores Increase No change Decrease Pretest- Posttest The number The of learners percentage 28 52.8% 11 20.8% 14 26.4% Pretest- Posttest The number of The learners percentage 29 54.7% 11 20.8% 13 24.5% Table Part 5- Productive knowledge- Connection of form and meaning (N=53) Changes in scores Increase No change Decrease Pretest- Posttest The number The of learners percentage 42 79.2% 7.5% 13.3% Pretest- Posttest The number of The learners percentage 43 81.1% 7.5% 11.4% Table Part 6- Productive knowledge- Vocabulary use (N=53) Changes in scores Increase No change Decrease Pretest- Posttest The number The of learners percentage 20 37.7% 13 24.6% 20 37.7% 127 Pretest- Posttest The number of The learners percentage 27 50.9% 17 32.1% 17% APPENDIX F: QUESTIONNAIRE APPENDIX F1: QUESTIONNAIRE IN ENGLISH- VIETNAMESE LEANERS’ ATTITUDES TOWARDS LEARNING VOCABULARY WITH STORYTELLING (THÁI ĐỘ CỦA HỌC VIÊN ĐỐI VỚI VIỆC HỌC TỪ VỰNG THÔNG QUA KỂ CHUYỆN) Dear students, please kindly spend some minutes completing this questionnaire Statements below aim at identifying learners’ attitudes towards learning English vocabulary using the storytelling in the classroom Each item has responses, please tick ( ✓) one response that best describe your attitudes (Các bạn học viên thân mến, xin vui lòng dành phút để hoàn thành bảng câu hỏi Các câu nhằm mục đích xác định học thái độ học viên việc học từ vựng tiếng Anh thông qua hoạt động kể chuyện lớp Mỗi câu có lựa chọn, vui lịng đánh dấu (✓) vào ô mô tả thái độ bạn) 1= Completely disagree (Hồn tồn khơng đồng ý), 2= Disagree (Không đồng ý), 3= Undecided (Không chắn), 4= Agree (Đồng ý), 5= Completely agree (Hoàn toàn đồng ý) Dimensions (Khía cạnh) No STT Items (Ý kiến) Storytelling helps me understand contexts of vocabulary in stories (Hoạt động kể chuyện giúp hiểu ngữ cảnh sử dụng từ vựng câu chuyện) Storytelling helps me guess meaning of new words (Trong hoạt động kể chuyện, tơi đốn ý nghĩa từ vựng mới) Cognition (Nhận thức) Storytelling helps me understand how to use vocabulary in an appropriate context (Hoạt động kể chuyện giúp hiểu cách sử dụng từ vựng ngữ cảnh) Storytelling helps me remember collocations better (Hoạt động kể chuyện giúp nhớ kết ngôn tốt hơn) I remember spoken form of words after listening to stories (Tôi nhớ cách phát âm từ vựng sau nghe câu chuyện) Storytelling does not improve my English vocabulary knowledge (N) (Hoạt động kể chuyện 128 không giúp nâng cao kiến thức từ vựng) I like predicting situations in stories where vocabulary is used (Tơi thích dự đốn tình câu chuyện mà qua đó, từ vựng sử dụng ) I like guessing meaning of vocabulary in stories (Tơi thích đốn ý nghĩa từ vựng câu chuyện) I like the teacher’s body language and pronunciation in storytelling (Tơi thích cử chỉ, vẻ mặt phát âm giáo viên cô kể chuyện) Affection (Cảm xúc) 10 I like drilling new vocabulary and sentences in storytelling (Tơi thích việc lặp lại từ câu nhiều lần hoạt động kể chuyện) 11 I like humorous, meaningful stories designed and told by the teacher (Tơi thích câu chuyện hài hước, có ý nghĩa thiết kế kể giáo viên) 12 Learning vocabulary through storytelling is more motivating than learning through other methods (English- Vietnamese translation, games…) (Tơi có động lực học từ vựng thông qua hoạt động kể chuyện học qua cách học khác (dịch, trò chơi,… )) 13 Reading and practicing telling stories at home are a waste of time (N) (Việc đọc luyện tập kể chuyện nhà tốn thời gian) 14 In learning vocabulary, I prefer students’ storytelling to the teacher’s storytelling (N) (Trong việc học từ vựng, tơi thích tự kể chuyện nghe giáo viên kể chuyện) 15 I interact more with the teacher through guessing meaning of vocabulary and predicting situations (Tôi tương tác nhiều với giáo viên qua việc đoán nghĩa từ tình câu chuyện ) 16 Behavior (Hành I remember vocabulary through storytelling slower than through other methods (N) (Tôi nhớ từ vựng qua hoạt động kể chuyện chậm qua hoạt động khác) 129 động) 17 I not need the context to guess meaning of vocabulary (N) (Tơi khơng cần ngữ cảnh để đốn nghĩa từ) 18 I pay attention to stories told by the teacher in class (Tôi tập trung vào câu chuyện mà giáo viên kể lớp) 19 Storytelling needs more time than other methods (N) (Hoạt động kể chuyện chiếm nhiều thời gian cách học khác) 20 I can just use a few vocabulary items learned from storytelling in writing and speaking activities (N) (Tôi dùng vài từ vựng câu chuyện cho việc thực hành nói viết ) N: negative-wording items Answer questions below (Write at least 30 words) (Viết câu trả lời cho câu hỏi (Viết 30 từ)) What difficulties did you have when learning vocabulary through storytelling? (Bạn gặp khó khăn học từ vựng thông qua kể chuyện?) What are your suggestions for teachers to improve storytelling in teaching vocabulary? (Theo bạn giáo viên nên làm để cải thiện phương pháp kể chuyện việc dạy từ vựng?) …………………………………………………………………………… Interview Invitation: Please tick the box ( ✓) if you agree to have a telephone interview of this topic (Mời vấn: Vui lịng đánh dấu vào bạn đồng ý tham gia vấn qua điện thoại chủ đề này) THANK YOU FOR YOUR ANSWERS! (CÁM ƠN CÂU TRẢ LỜI CỦA BẠN!) 130 APPENDIX F2: CRONBACH ALPHA OF QUESTIONNAIRE CRONBACH ALPHA OF PILOT QUESTIONNAIRE Reliability Statistics Cronbach's Alpha N of Items 741 20 CRONBACH ALPHA OF QUESTIONNAIRE IN MAIN STUDY Reliability Statistics Cronbach's Alpha N of Items 854 20 131 APPENDIX F3: RESULTS OF QUESTIONNAIRE Table Leaners’ attitudes towards learning vocabulary with storytelling (mean scores) Dimensions No Items Mean SD Storytelling helps me understand context of 4.47 639 vocabulary in stories Storytelling helps me guess meaning of new 4.09 564 words Storytelling helps me understand how to use 4.28 632 vocabulary in an appropriate context Storytelling helps me remember collocations better 4.23 697 Cognition I remember spoken form of words after listening to 3.62 814 stories Storytelling does not improve my English 2.25 1.125 vocabulary knowledge (N) I like predicting situations in stories where 4.08 874 vocabulary is used I like guessing meaning of vocabulary in stories 4.15 794 I like the teacher’s body language and 4.55 695 pronunciation in storytelling 10 I like drilling new vocabulary in storytelling 4.11 954 11 I like humorous, meaningful stories designed and 4.26 738 told by the teacher Affection 12 Learning vocabulary through storytelling is more motivating than learning through other methods 4.00 855 (English-Vietnamese translation, games…) 13 Reading and practicing telling stories at home 1.87 941 are a waste of time (N) 14 In learning vocabulary, I prefer students’ 2.53 846 storytelling to the teacher’s storytelling (N) 15 I interact more with the teacher through guessing 4.15 744 meaning of vocabulary and predicting situations 16 I remember vocabulary through storytelling 2.57 1.083 slower than through other methods (N) Behavior 17 I not need the context to guess meaning of 1.94 818 vocabulary (N) 18 I pay attention to stories told by the teacher in 4.34 618 class 19 Storytelling needs more time than other 2.51 953 methods (N) 20 I can just use a few vocabulary items learned from 2.57 951 storytelling in writing and speaking activities (N) N: negative-wording items 132 APPENDIX G: SEMI-STRUCTURED INTERVIEW APPENDIX G1: INTERVIEW QUESTIONS IN ENGLISH Cognition Did storytelling help you understand how to use vocabulary in an appropriate context? If yes, what aspects of storytelling led to your understanding? If no, what aspects of storytelling hindered your understanding? Could you remember pronunciation of words when listening to stories? Could you use vocabulary learned from storytelling in speaking and writing activities? If yes, how did you use it? If no, why not? Affection Did you enjoy predicting situations in stories where vocabulary was used? Did you like guessing meaning of vocabulary in stories? Why?/ Why not? Was learning vocabulary through storytelling more motivating than learning through other methods (English-Vietnamese translation, games,…)? If yes, how did storytelling motivate your vocabulary learning? If no, what made other methods more motivating? In your opinion, how can the teacher modify storytelling to improve its motivation to students? Behavior Did storytelling enhance your interaction in class when you guessed meaning of vocabulary and predicted situations? Did you remember vocabulary through storytelling faster than through other methods (English-Vietnamese translation, games,…)? Why?/ Why not? Did you encounter any problems as learning vocabulary through storytelling? If yes, what were the issues? 10 Can you give some suggestions to improve storytelling in teaching vocabulary? 133 APPENDIX G2: INTERVIEW QUESTIONS IN VIETNAMESE Nhận thức Kể chuyện có giúp bạn hiểu cách sử dụng từ vựng ngữ cảnh phù hợp không? Nếu có, khía cạnh phương pháp kể chuyện giúp bạn hiểu điều đó? Nếu khơng, khía cạnh phương pháp kể chuyện làm bạn không hiểu đó? Bạn nhớ cách phát âm từ nghe câu chuyện không? Bạn sử dụng vốn từ vựng học từ kể chuyện hoạt động nói viết khơng? Nếu có, bạn sử dụng nào? Nếu khơng, khơng? Cảm xúc Bạn có thích dự đốn tình câu chuyện có sử dụng từ vựng khơng? Bạn có thích đốn nghĩa từ vựng truyện khơng? Tại có?/ Tại khơng? Học từ vựng thơng qua kể chuyện có tạo động lực học qua phương pháp khác (dịch Anh-Việt, trị chơi,…) khơng? Nếu có, kể chuyện tạo động lực cho việc học từ vựng bạn nào? Nếu khơng, điều làm cho phương pháp khác có động lực hơn? Theo bạn, giáo viên sửa đổi cách kể chuyện để tạo thêm động lực cho học sinh? Hành vi Kể chuyện có nâng cao khả tương tác bạn lớp bạn đốn nghĩa từ vựng dự đốn tình khơng? Bạn có nhớ từ vựng thơng qua kể chuyện nhanh phương pháp khác (dịch Anh-Việt, trị chơi,…) khơng? Tại có?/ Tại khơng? Bạn có gặp khó khăn học từ vựng thơng qua kể chuyện khơng? Nếu có, vấn đề gì? 10 Bạn đưa số gợi ý để cải thiện phương pháp kể chuyện việc dạy từ vựng không? 134 APPENDIX G3: A SAMPLE INTERVIEW TRANSCRIPT General description Date: November 21st 2020 Participants: Interviewer, Student Duration: 30’ Text transcript Interviewer: Thank you for accepting the invitation to have an interview “The effects of storytelling on EFL elementary adult learners’ vocabulary knowledge at an English center in Ho Chi Minh City” I am going to ask you some questions of this teaching method so that I can improve it later Student 5: Definitely Interviewer: Did storytelling help you understand how to use vocabulary in an appropriate context? If yes, what aspects of storytelling led to your understanding? Student 5: I think so There were particular situations or specific problems that characters encountered in a story, and the story revolved around a topic The story also included characters, events happening in series Therefore, it is easy to know how to use words appropriately Interviewer: I see I would like to ask you about Pronunciation in the next question Could you remember pronunciation of words when listening to stories? Student 5: In my opinion, when listening to a word at first time, I have not got used to it The word remained strange to me, or simply because I mispronounced it in the past, I could not pronounce it accurately right away I could only pronounce simple vocabulary items However, one significant advantage is intonation and stress which seemed really absorptive to me You raised and lowered your voice and stressed, so it was easy to imitate intonation and stress Interviewer: So, What can we to remember pronunciation of vocabulary? Student 5: I think students should listen to audio files of the story several times at home Learning in class only is not enough By doing so, they can pronounce words correctly Interviewer: Could you use vocabulary learned from storytelling in speaking and writing activities? If yes, how did you use it? If no, why not? 135 Student 5: Sure I just learn vocabulary of a specific topic in a story I can apply words, sentences and questions I acquired to practice speaking with my peers after that For example, after learning topic Hobbies, I could use some phrases like “release my stress” and “cheer me up” as I was talking with my partner about my hobbies Moreover, vocabulary in your stories was repeated through sessions, so I remembered it I could use words learned in previous lessons in the topic this day Interviewer: That sounds good The repetition of words over stories helped you use words in speaking activities What about writing? Could you use words in this skill? Student 5: Honestly, I knew vocabulary in reading, listening and could use it in speaking, but I sometimes forgot spelling of words I mean, I rarely write, even at work or at home For that reason, while I could use simple words from stories in writing, I might not be able to write complex vocabulary I think I need to practice writing more Interviewer: I’ve got it Now, let’s move on the 4th question: Did you enjoy predicting situations in stories where vocabulary was used? Student 5: I really like it There were simple questions and difficult questions All students had a chance to express their ideas I could use some vocabulary that I rarely spoke in communication Besides, some friends were good at forecasting situations, so I could learn from their brilliant ideas Interviewer: Oh I see I would like to ask you question Did you like guessing meaning of vocabulary in stories? Why?/ Why not? Student 5: [Pause]…guessing meaning of vocabulary? Interviewer: As listening to my stories, students probably encounter some new words In order to understand narratives, they need to base on context, images… to guess meaning of new lexis Did you like guessing? Student 5: Normally, I could guess meaning of new vocabulary based on surrounding sentences or examples However, if the topic was challenging and I did not read the book in advance, I might not be capable of discovering its meaning Interviewer: Was learning vocabulary through storytelling more motivating than learning through other methods (English- Vietnamese translation, games,…)? Student 5: I think storytelling is more significant Students had more interaction with the teacher In other words, storytelling extends students’ talking time When 136 the teacher asked a question, many learners could give their answer All had a chance to express their ideas Meanwhile, a teacher could usually communicate with one student at a time in other traditional methods, which was a waste of time for other students Interviewer: So for you, storytelling is motivating in respect of interaction I just want to elaborate more on this in the next question: Did storytelling enhance your interaction in class when you guessed meaning of vocabulary and predict situations? Student 5: As I mentioned earlier, absolutely yes I have learned with various methods in some centers, but I believe that storytelling is effective in terms of communication When you asked the class meaning of new words or following events in stories, we tried to contribute our ideas For example, you asked: What is the man wearing? I said: A t-shirt and pants, but my friend could say: He is wearing a suit and shoes Interviewer: Thank you The next question: Did you remember vocabulary through storytelling faster than through other methods (English- Vietnamese translation, games,…)? Why?/ Why not? Student 5: I used to learn with a method following which my teacher wrote a list of words in English and in Vietnamese on the board, I took note and practiced writing many times at home Storytelling helped me remember vocabulary faster than this method Surrounding sentences provided useful and sufficient hints for me to guess lexical meaning Then, you explained it again If my idea was correct, I was really excited If it was incorrect, I could learn from your clarification Additionally, I listened to audio files of stories when I was on the bus every day Listening to stories several times helped me remember, I think, around 80% to 90% of new words Interviewer: What about the comparison between storytelling and games? Student 5: I used to study with games before Games are stimulating, but they depend much on students If students are fast, intelligent and creative, they may love games, at least because they are likely to win However, some fairly slow, quiet learners are probably not really into games Meanwhile, in storytelling, teachers tell narratives and gradually lead and guide learners to answer questions and repeat words until they can employ lexis confidently in communication Therefore, though some games help students learn faster, storytelling facilitates longer retention 137 Interviewer: Ok Now I have question left Did you encounter any problems as learning vocabulary through storytelling? If yes, what were the issues? Student 5: Actually, while I didn’t encounter any difficulties, you mostly used simple words and simple grammar I could apply vocabulary in speaking right away However, I think some fairly weak students might not be able to understand linking words in your stories For example, you said: at the end of the room Additionally, there were some words in context which seemed complicated to fairly weak students, so they probably could not understand Interviewer: 10 Can you give some suggestions to improve storytelling in teaching vocabulary? Student 5: From my point of view, when there were some difficult words in context, you could tell slowly, ask some students meaning of words, explain them in English and then in Vietnamese Besides, you may ask the class to prepare for the lesson in advance so that they have more prolific ideas in speaking Finally, you can ask them many “Why” questions so that they brainstorm and talk more For instance,“ She says “I don’t like reading books” Why does she say so?” Interviewer: Good ideas! So, you gave me suggestions: (1) slow down and explain difficult words in context, (2) ask the class to prepare new lessons and (3) add more Why-questions Do you have any other ideas? Student 5: No, that’s it Interviewer: This is the end of the interview Thank you for joining today I really appreciate your useful contribution which gives me some insight in this method Student 5: You’re welcome I’m glad to be invited to this interview Interviewer: Thanks again Good bye Student 5: See you later 138