0079 using storytelling to develop speaking skills for young learners at an english center in quy nhon sử dụng kể chuyện để phát triển kỹ năng nói cho học

MINISTRYOFEDUCATIONANDTRAINING QUYNHONUNIVERSITY PHANTHANHTHANG USING STORYTELLINGTO DEVELOPSPEAKING SKILLS FOR YOUNG LEARNERS ATANENGLISHCENTERIN QUYNHON Field: Theory and Methodology of English Language TeachingCode:8140111 Supervisor:Dr.VODUYDUC BỘGIÁODỤC VÀĐÀOTẠO TRƢỜNGĐẠIHỌCQUYNHƠN PHAN THÀNHTHẮNG SỬ DỤNG KỂ CHUYỆN ĐỂ PHÁT TRIỂN KỸ NĂNGNĨICHOHỌCVIÊNNHỎTUỔITẠI MỘTTRUNGTÂMTIẾNGANHỞ QUY NHƠN Ngành:LýluậnvàphƣơngphápdạyhọcbộmơnTiếngAnhMãsố : 8140111 Ngƣờihƣớngdẫn:TS.VÕDUYĐỨC STATEMENTOFAUTHORSHIP I certify that this thesis is the result of my own study and that it has notbeensubmittedtoanyotheruniversityorinstitutionwhollyorpartially.Allstatements of the thesis which are not my own are written in quotation andcanbe showninthelistof references Quy Nhon,2022 PHANTHANHTHANG ACKNOWLEDGEMENT Forthecompletionofthisthesis, Ihavereceivedgreatassistanceand s upportfrommyteachers,colleagues,students and myfamily Firstofall, Iwouldliketosendmy deepestthankstomy supervisor,Dr.VoDuyDuc,forhisencouragement,guidanceandhiscriticalcomm ents,withoutwhichIcouldnothavefinishedmythesis.Healsoofferedmegreathe lpintermsof ideasandmaterials I am also grateful to all lecturers of M.A course at the Department ofForeign Languages and the Department of Pedagogy in specific and to QuyNhonUniversity for their valuable lecturesfrom whichI have hadsucha great motivation andbenefited alot in thewriting ofthis thesis Mysincerethanksareduetoallthecolleagues,andstudentsatInternational Active Learning Center (IALC)- a n E n g l i s h C e n t e r i n Q u y Nhon fortheircooperation in giving mevaluableinformation Last but not least, I am in debt to my beloved family and my wife whoare always by my side with their constanth e l p a n d s p i r i t u a l s u p p o r t d u r i n g mystudyingprocess I have made great efforts to complete the study However, I realize thatthis thesis is far from being perfect To make it better, the author expects anyconstructive criticism At last, the writer hopes that this research paper will beusefulforall ABSTRACT In teaching a language, applying suitable method plays an importantrole in the success of the lesson Using stories for educational purposes is aneffective teaching strategy especially for teaching young learners This studyaimed at investigating the use of storytelling technique in teaching speaking atIALC - an English Center from teachers‟ perception and the difficulties theyface.The researcher used qualitative and quantitative research which usedsurvey questionnaire, interview and observation as instruments The studyfindings showed that teachers have vague understanding about the storytellingtechniqueandinfrequent use of this techniquei n t h e i r t e a c h i n g I n a d d i t i o n , all of them say that this technique has many benefits to students and it canmake students happy and easy to understand the lessons Finally, all of theteachers find that this technique is difficult to use, needs time and places to beappliedandcausesnoise.Itisrecommendedthatteachersneedf u r t h e r training on the use of this technique because it is an important and effectivetechnique to get students memorize the lesson and it also attracts students'attention,andit improvestheirpredictionskills TABLEOFCONTENTS STATEMENTOF AUTHORSHIP i ABSTRACT iii TABLEOF CONTENTS iv LISTOF TABLES vii LISTOF FIGURES .viii CHAPTER1 INTRODUCTION .1 1.2 Rationale .1 1.3 Aims of the Study .2 1.4 Researchquestions .2 1.5 Scopeofthe study 1.6 Significanceofthe Study 1.7 Organization ofthe study .3 CHAPTER2 LITERATUREREVIEW 2.1 Speaking 2.1.1 Definitionsof speakingskill 2.1.2 Speaking teachingtechniques .6 2.1.3 Techniquestoteach speakingskillto younglearners .7 2.2 Storytelling 2.2.1 Definition Storytelling 2.2.2 TheAdvantagesStorytelling 2.2.3 Storytelling Techniques .10 2.2.4 ProceduresTeachingSpeakingwithStorytellingTechnique 12 2.3 Difficulties ApplyingStorytellingTechnique 13 2.4 Previous Studies .15 2.5 Summary 19 CHAPTER3.RESEARCHDESIGNANDMETHODOLOGY 20 3.1 ResearchDesign 20 3.2 ContextOfTheResearch 21 3.3 Participants .23 3.4 Materials 23 3.5 ResearchInstrument 23 3.5.1 SurveyQuestionnaire 24 3.5.2 Interview 24 3.5.3 Observation .26 3.6 DataCollection 26 3.7 DataAnalysis .27 3.7.1 TheQuestionnaireDataAnalysisProcedures 28 3.7.2 InterviewDataAnalysisProcedures .28 3.7.3 ObservationDataAnalysisProcedures 29 3.8 Summary .29 CHAPTER4.FINDINGSANDDISCUSSION .30 4.1 Questionnaire 30 4.1.1 Teachers‟opinionaboutspeakingskills 30 4.1.2 Teachers‟ perception abouttheuseofcommunicativeactivitiesinteachingspeakingskills 31 4.1.3 Thefrequencyo f usingstorytellingactivitiesinteachingspeaking 32 4.1.4 Teachers‟roleindesigninga n d m a n a g i n g s t o r y t e l l i n g activitiesinclassrooms 33 4.1.5 Teachers‟implementationofstorytellingactivities 34 4.1.6 Benefitsofu s e s t o r y t e l l i n g activitiesinteachingEnglishspeakingskilltoyounglear ner 35 4.1.7 Difficulties the teachers encounterwhenconductingstorytellingactivitiesinteachingspeakingskills 36 4.2 Interview 38 4.2.1 Teachers‟understandingandpracticingstorytellingtechnique.384.2.2 Storytellingisbeneficial 39 4.2.3.Teachers‟ChallengesofUsingStorytelling 41 4.3 Observation 43 4.4ChapterSummary 46 CHAPTER5.CONCLUSIONANDSUGGESTIONS .47 5.1 Conclusion 47 5.1.1 Theteachers‟perceptionsofstorytellinginaspeakingclass .47 5.1.2The challenges teachersface inusingstorytellingtoenhancestudentsspeakingskill 48 5.2 Implications 49 5.3 Limitation 50 5.4 SuggestionsforFurtherStudies 50 REFERENCES 52 APPENDICES LISTOFTABLES Table1:Rolesoftheteacherduringstorytellingactivities .33 Table2:Teachers‟perceptionoftheaimsofstorytellingactivities 34 Table3:Teachers‟waystopromotestorytellingactivities .35 LISTOFFIGURES Figure4.1.1:Teachers‟opinionaboutthespeakingskill 30 Figure4.1.2:Teachers‟opinionaboutteachingspeakingskills 31 Figure4.1.3:Teachers‟perceptionaboutt h e u s e o f c o m m u n i c a t i v e ac tivities 31 Figure4.1.4:Thefrequencyofusingstorytellingactivitiesteachersi n teachingspe aking 32 Figure4.1.5:Teachers‟o p i n i o n s a b o u t t h e b e n e f i t s o f s t o r y t e l l i n g activities 36 Figure4.1.6:Teachers‟difficultiesinimplementingstorytellingactivities .37