INTRODUCTION
Rationale
Mastering English speaking skills is a priority for many second or foreign language learners, making effective teaching methods essential in language classes However, teachers face numerous challenges in creating engaging speaking environments, as highlighted by Biyem (1997), who notes issues such as insufficient classrooms and educational technology Additionally, Punthumasen (2007) found that many students are disinterested in learning English due to its perceived dullness and unengaging teaching methods, compounded by a lack of interesting textbooks and materials.
To effectively teach English as a foreign language (EFL), educators should create a classroom environment that encourages real-life conversations and activities Engaging students in meaningful tasks is essential for enhancing their oral language skills and promoting practical language use.
Teachers play a crucial role in enhancing students' communication skills by implementing diverse strategies that cater to various forms of interaction By ensuring equal opportunities for all students to develop their speaking and listening abilities, educators can create a more engaging learning environment Incorporating enjoyable activities tailored to the students' proficiency levels not only makes lessons more enjoyable but also fosters effective skill development.
Language teachers at all levels in the IALC English Center in Quy Nhon should incorporate engaging activities, utilize technology, and adopt suitable teaching methods to enhance their instructional effectiveness.
Teaching young children English can be effectively achieved through various methods, including language games, songs, role-playing, and storytelling Storytelling, in particular, has been widely recognized in education for its ability to enhance language skills Numerous researchers, such as Nunan (1988), Brimful et al (1991), and Brewster et al (2004), advocate that storytelling not only improves young learners' English proficiency but also boosts their interest in the language, facilitating a more engaging learning experience.
This study aims to explore teachers' perceptions of the role of storytelling in teaching English to young learners and to understand their feelings about using storytelling as an instructional tool The researcher seeks to provide both theoretical and practical insights that encourage teachers to incorporate stories into their classroom practices Additionally, the research addresses the challenges teachers face in teaching speaking skills through storytelling.
Teachers at the IALC English Center in Quy Nhon have implemented storytelling methods, but the lack of integration into the standard curriculum has limited their effectiveness As storytelling lessons are conducted after school, students face challenges such as insufficient time, inadequate classroom space, and limited teaching resources Consequently, this results in minimal opportunities for students to practice speaking in storytelling contexts, hindering their overall speaking skill development.
Aims of the Study
The study aims at examining objectives in their speaking classes and investigating what problems teachers have when using storytelling to teach speaking.
Research questions
Based on the objectives stated above, the study aims to answer the following research questions:
1 What are teachers‟ perceptions of storytelling in a speaking class?
2 What are challenges teachers face in using storytelling to enhance students speaking skill?
Scope of the study
The study, conducted at IALC, an English center in Quy Nhon, focuses on young learners and their speaking skills Participants included students from IALC, where storytelling is utilized as a teaching method The research aims to explore teachers' perceptions of using storytelling in the classroom and address the challenges they face in teaching speaking through this approach.
Significance of the Study
This study explores the use of storytelling as a teaching method for English language learners in speaking classes at IALC, an English center in Quy Nhon The findings provide valuable insights for the center's administration, English teachers, and researchers in related fields.
The study provided valuable insights for English teachers, enhancing their understanding of storytelling techniques and their effectiveness in the classroom The findings serve as constructive feedback, enabling educators to identify necessary support and improve their teaching methods.
Finally, the study could give contribution to other researchers as references in conducting further researcher.
Organization of the study
This minor thesis is divided into five chapters:
CHAPTER 1: “Introduction” presents rationale, statement of the problem, aims and objectives of the study, research question, the scope of the study, significance of the study, and the design of the study
CHAPTER 2: “Literature Review” provides a literature review on theoretical issues related to speaking and storytelling
CHAPTER 3: “Methodology” describes an overview on context of the study, research design, instrument used in the study
CHAPTER 4:“Data analysis and discussion” results from the investigation of the factual situation in teaching speaking applying storytelling technique at IALC – an English center in Quy Nhon
CHAPTER 5: “Conclusion” provides a summary of the thesis' accomplishments and recommendations to education management, instructors, and future scholars.
LITERATURE REVIEW
Speaking
Effective communication is an essential skill for daily life, as emphasized by educators and scholars Bailey and Savage (1994) highlight that speaking, a fundamental ability, stems from reading and listening, and is utilized in everyday interactions Similarly, Hayride (2006) points out that speaking plays a vital role in language acquisition, making the ability to communicate crucial for students' academic and professional achievements.
Nunan (1991) posits that speaking is synonymous with oral communication, serving as a primary method for sharing information and expressing thoughts This view highlights speaking as the delivery of speeches and discussions to articulate personal viewpoints Complementarily, Chaney (1988) defines speaking as the process of creating and communicating meaning through both verbal and nonverbal symbols in diverse contexts This definition underscores the importance of body language in effectively conveying emotions and opinions during communication.
In summary, effective speaking involves using words and sounds to convey ideas, feelings, and thoughts through ordinary voice Additionally, it requires both verbal and non-verbal symbols to effectively communicate the speaker's knowledge and opinions.
As result, speakers need to combine various skills in speaking
Speaking is the verbal process through which individuals convey their thoughts to others According to Girt and Hans (2012), speaking involves utterances intended for the listener to interpret the speaker's meaning Irawati (2014) emphasizes that speaking is the production of words and phrases for interaction Khorashadyzadeh (2014) highlights that effective speaking requires mastery of linguistic skills, including grammar, pronunciation, and vocabulary, as well as sociolinguistic understanding of context and appropriateness Bahadorfar and Omidvar (2015) assert that effective speaking skills are characterized by the listener's ability to comprehend the speaker's message.
According to Ur in Akhyak and Indramawan (2013:20), successful speaking activities share several key characteristics Firstly, participants are eager to engage in conversation as much as possible Secondly, everyone involved has the opportunity to speak Thirdly, learners demonstrate high motivation and interest in the speaking tasks Lastly, the language proficiency level is adequate for effective communication.
Speaking is a fundamental way for humans to communicate information, ideas, and emotions through spoken language The primary objective of speaking is to facilitate a dynamic exchange between the speaker and the listener Both professors and students aspire for learners to achieve fluency in English, both in academic settings and everyday life Teachers play a crucial role in enhancing students' speaking skills, enabling them to articulate their thoughts, feelings, and ideas effectively.
Speaking is a fundamental way for humans to communicate information, ideas, and emotions through spoken language The primary aim of speaking is to facilitate an interactive dialogue between the speaker and the listener, allowing for a meaningful exchange of thoughts.
Professors and students share a common goal: achieving fluency in English for effective communication in both classroom settings and real-life situations Teachers focus on enhancing speaking skills to empower students to articulate their thoughts, feelings, and ideas clearly and confidently.
Students can enhance their speaking skills through various engaging activities, including practicing dialogues, playing games, singing, storytelling, delivering oral reports, role-playing, participating in small group discussions, giving speeches, reading news articles, reciting poetry, and debating Additionally, young people can boost their speaking abilities by actively listening to and narrating stories.
2.1.3 Techniques to teach speaking skill to young learners
Nunan (1991) emphasizes the importance of providing learners with ample opportunities to practice the target language in meaningful contexts Additionally, Nunan (2003) offers valuable strategies for enhancing speaking skills in language education.
Teachers should design lessons that consider the differences between languages and cultures, as students often struggle to learn a foreign language due to limited opportunities for real-world application This lack of practice can hinder their ability to understand and communicate with native speakers At the early and intermediate stages of language learning, it is crucial to focus on both fluency and accuracy Educators must provide students with ample chances to enhance their fluency, while also recognizing that making mistakes is a natural part of the learning journey, with accuracy being a key objective.
Incorporating pair and group work significantly boosts the effectiveness of speaking lessons, as these activities increase the time students engage in the target language Furthermore, they provide valuable opportunities for students to exchange information pertinent to speaking, enhancing their overall communication skills.
Teachers should create speaking activities that encourage students to negotiate meaning through clarification, repetition, or requests for explanations Additionally, it's essential to design these activities to be suitable for all student levels in the classroom, allowing for effective assessment of their abilities.
Teachers should design classroom activities that focus on both transactional speaking, which involves communication for task completion like product trading, and interactional speaking, aimed at engaging with others This balanced approach enhances students' communication skills in various contexts.
Storytelling
Bedtime stories have long been a cherished tradition for children, often shared by grandparents or parents before the advent of modern technology Rubin (1990) defines storytelling as the "oral interpretation of literature and folklore," highlighting the importance of the narrative, storyteller, setting, and audience Harari (2014) emphasizes that the ability to create imaginative and experiential tales sets humans apart from animals Storytelling has been a natural means for people to transmit knowledge and culture across generations throughout history.
In today's world, writers use a wide range of linguistic devices to articulate their understanding of the term "storytelling."
Storytelling, as defined by Safdarian (2013), involves students retelling stories in their native language after listening to an instructor, emphasizing the importance of oral expression This form of storytelling incorporates improvisation, facial gestures, and body movements to captivate audiences through multi-sensory techniques that evoke emotions tied to the narrative (Stanley & Dillingham, 2009) Additionally, Champion, as referenced by Irawati (2003), highlights that storytelling utilizes vibrant words and gestures to vividly construct scenes in a sequential manner, enhancing the overall storytelling experience.
Oral storytelling engages children's imaginations by presenting imaginative scenarios in a structured manner, which not only aids in language acquisition but also serves to motivate young listeners.
Numerous studies by academics highlight the numerous benefits of storytelling, particularly in fostering language development, enhancing creativity, and boosting motivation Ellis and Brewster underscore the crucial role of storytelling in nurturing one's imagination.
Children become more emotionally engaged in narratives when they see reflections of themselves in the artwork and characters This recognition enhances their creative abilities through imaginative experiences Storytelling serves as a powerful tool to bridge a child's real-life experiences with their fantasies Hayriye (2006) emphasizes that storytelling enables students to express their thoughts freely and creatively, allowing them to explore ideas without the pressure of achieving a specific conclusion.
Exposing children to repeated key vocabulary and phrases in stories enhances their comprehension and recall, thereby supporting language acquisition (Ellis & Brewster, 2002) Additionally, tales serve to bridge the gap between language study and practical usage, linking classroom learning to real-world experiences While some activities may not focus heavily on language, they play a crucial role in fostering a positive perception of English learning as enjoyable, active, and creative (Ellis & Brewster, 1991:1).
Storytelling significantly enhances learner motivation by captivating students with its combination of educational value and entertainment (Stockdale, 1995) High motivation, self-confidence, and a positive self-image are crucial for successful second language acquisition, as noted by Krashen (1981) Through storytelling, educators can convey images, ideas, and emotions that inspire students, ultimately strengthening their speaking abilities and reducing anxiety in the language learning process.
The education system depends on instructors to effectively share their knowledge and promote student development Teachers play a crucial role in guiding students through their intellectual growth, equipping them with essential skills to absorb, analyze, and expand their individual knowledge and abilities.
Before sharing stories with students, instructors must prepare themselves by familiarizing themselves with the books and illustrations they will use Educators should identify key drawings or elements to highlight and pay close attention to the narrative's recording to build their confidence Reading the story multiple times is essential for teachers to feel comfortable and capable of explaining it effectively (Ellis & Brewster, 2002).
To effectively teach public speaking through narrative, educators should implement several key strategies Firstly, instructors must acknowledge that narratives can spark curiosity, engaging students' imaginations and enhancing their language skills Secondly, while presenting a narrative, it is essential for instructors to facilitate student interaction and immersion in the target language Lastly, educators are encouraged to incorporate their native language, vocal tone, facial expressions, and gestures to enrich the storytelling experience.
Instructors should create a storytelling environment where both their expressions and visuals are clearly visible to students, as highlighted by research in 2002 Effective storytelling involves the use of gestures, facial expressions, and varied tones to engage students and convey meaning Richard-Amato (2003) emphasizes that a student's storytelling can become ineffective if it lacks emotion, feeling, or physical involvement.
Finally, narrative should be lighthearted and casual
Brewster, Ellis, and Giard (2004) recommend several effective strategies for integrating narrative into the classroom First, teachers should start with a brief introduction to storytelling for students unfamiliar with the concept Presenting narratives slowly and clearly allows students to connect sounds and words with visuals, encouraging them to think critically and ask questions Additionally, teachers should highlight artwork to capture students' attention and engage them in retelling stories by repeating key vocabulary Utilizing gestures, facial expressions, and voice modulation can enhance storytelling and motivate students to narrate Moreover, asking questions during the narrative fosters interaction and comprehension Finally, by repeatedly telling the story, teachers provide students with opportunities to immerse themselves in language, aiding in understanding and retention.
In conclusion, the teacher plays a crucial role as a storyteller, utilizing a natural and engaging voice to capture students' attention By simplifying narratives and displaying animated facial expressions, educators effectively draw pupils into the learning experience.
2.2.4 Procedures Teaching Speaking with Storytelling Technique
Many researchers around the world (Scott 1985; Brewster, Ellis, and Girard 2004; Samantaray 2014; Fikriah 2016) have suggested ways for teachers to use storytelling to teach speaking in their own way
The researcher synthesize the most common procedures based on the collected information:
(1) The teacher divides class into some groups, each group includes 5-
6 students, and the number of group depends on the number of students in the class
(2) The teacher gives different written stories for groups to choose
(3) The teacher asks every group take a paper from the white board
(4) The teacher asks them to develop a story in 15 - 20 minutes
(5) The teacher asks them to retell their story based on the group discussion
(6) The teacher gives award to the group considered as the best group.
Difficulties Applying Storytelling Technique
Even though the storytelling method in the classroom has a lot of benefits, some teachers experience certain difficulties in applying it
The use of storytelling in the classroom faces significant challenges, primarily due to inadequate supplies and pedagogical aids Biyaem (1997) highlights that poorly equipped classrooms and a lack of educational technology hinder instructors in effectively teaching the English language Furthermore, there is a scarcity of engaging English textbooks and resources that can inspire students to learn While technology can facilitate communication among students, it cannot replace the essential role of a qualified language instructor, as noted by Prapphal (2003).
Teachers encounter a significant challenge in addressing the psychology of learners, as students often feel uncomfortable speaking English due to the influence of their mother tongues on pronunciation This discomfort is compounded by a lack of opportunities to practice English in everyday situations, leading to further hesitation in classroom interactions Research by Jaiyai and Torwong highlights these issues, emphasizing the need for supportive environments to enhance language confidence.
A study by Usaha, Danvirattana, Luangthongkam, and Piyadamrongchai (2005) revealed that many students struggle to effectively utilize their English skills, especially in listening and speaking Furthermore, Punthumasen (2007) found that a significant number of students lack interest in learning English due to the unengaging nature of the subject matter and the teaching methods employed in the classroom.
One common challenge teachers face is a lack of fresh ideas for storytelling According to Setyariny (2011), existing stories available in the market are often limited in variety and insufficient for effective teaching, prompting educators to create their own original narratives.
Many educators often overlook the adoption of storytelling as a teaching strategy due to challenges like distracting background noise and limited class time Awed Sulaiman Keshta (2013) highlights that storytelling is not a primary teaching method and is absent from the students' curriculum, making it difficult for teachers to implement this approach effectively Consequently, there is insufficient time to focus on developing the narrative technique in the classroom.
In Quy Nhon city, educators face challenges when using the narrative approach in speaking classrooms, as many instructors find the current English textbooks inadequate for fostering oral communication skills The absence of a speaking exam in the curriculum forces teachers to prioritize grammar over other essential activities, limiting students' opportunities to develop their speaking abilities.
Many students struggle with confidence during speaking lessons, often fearing grammatical mistakes and feeling uncomfortable expressing their thoughts Educators face challenges such as limited time and distracting classroom environments, which may stem from unfamiliarity with effective teaching strategies To enhance student engagement and learning outcomes, language instructors at the IALC English center should integrate more interactive activities, technology, web-based projects, online self-assessments, and electronic portfolios into their curriculum.
Previous Studies
In her 2007 work, King emphasizes the significance of storytelling as a vital tool for nurturing imagination, creativity, and knowledge while also offering comfort She shares her personal experiences and highlights the collaborative storytelling process with students across various educational settings King notes that this approach provides students with opportunities to craft beautiful narratives inspired by imagery and abstract prompts, enhancing their verbal and written expression as well as vocabulary She encourages educators to adopt collaborative storytelling as a teaching strategy to improve essential literacy skills and cultivate a supportive learning community.
Research by Poveda and Cuevas (2008) highlights that storytelling for children has primarily been studied in schools and family settings, neglecting other important environments This article explores storytelling events for children in three urban informal settings in Madrid: a children's bookshop, a park, and a library Utilizing qualitative methods such as observation, audio and video recordings, documentary analysis, and interviews, the study views these storytelling occurrences as opportunities for literature socialization It emphasizes the importance of exposure to diverse literary voices in acquiring literary language A comprehensive model of narrative voices is presented to differentiate interactions across the three settings, with case studies examining how children engage with these voices The discussion centers on the significant influence of participation in such environments on children's development as readers and writers.
The article "Emergent Biliteracy in English and Chinese of a 5-Year-Old Chinese Child with Wordless Picture Books" by Commeyras and Hu (2008) explores the language and literacy development of a 5-year-old child during a 10-week tutoring program Utilizing wordless picture books focused on narrative content, the study aimed to foster emergent biliteracy through storytelling in both English and Chinese Extended activities, such as labeling, sentence writing, and spelling exercises, were integral to the sessions The research analyzed the child's progress in recognizing English and Chinese letters and characters, oral reading, and vocabulary enhancement Findings indicated that narrative-based wordless picture books, combined with extended literacy activities, significantly facilitated the child's language acquisition in both languages.
This action research study explores the impact of storytelling techniques on sequential thinking and academic performance among students The researcher aims to determine how effectively storytelling can engage children in learning, positing it as a powerful tool for language teachers to leverage both language and psychology Findings indicate that imaginative storytelling enhances children's language skills and fosters a love for reading, while also providing real-life experiences that enrich their learning Storytelling fosters a connection between students and their school environment through active listening, which is crucial for negotiation and diplomacy in learning The study concludes that familiarity with story elements improves students' study skills and their ability to identify components of any learning text Furthermore, storytelling introduces students to essential aspects of a new language, including rhythm, vocabulary, grammar, and meaning, while also creating an engaging and enjoyable classroom atmosphere When students retell stories, they find genuine motivation to acquire new language skills, allowing for a cohesive flow of teaching activities.
They can also help students connect with their own interests, concerns, and learning needs
Recent research highlights the effectiveness of using stories to teach speaking skills in English, particularly among sixth-grade students A study by Ampha (2013) involving 220 high school participants over five weeks demonstrated significant improvements in both listening and speaking abilities when instruction was based on storytelling The findings indicate that not only does this method enhance language skills, but it also positively impacts students' satisfaction with their learning progress Overall, teaching English through stories proves to be a valuable approach in language education.
In a study by Mukminatus (2017), the effectiveness of storytelling in improving speaking skills was evaluated through observations and questionnaires The results indicated that storytelling can significantly enhance the speaking abilities of students at HasymimAs'yari University Despite their strong engagement and interest in the discussion topics, students were also able to effectively recount information from the reading texts included in their modules.
The research conducted by Nhan (2010) at the University of Language and International Studies examined the impact of using short tales to enhance speaking and listening skills among students at the Hai Phong Foreign Language Center The study aimed to evaluate both the effectiveness of short tales in language training and students' perceptions of their use in the classroom The findings revealed that incorporating short stories significantly improves students' listening and speaking abilities, highlighting the benefits of storytelling in language education.
Furthermore, it lessens students' anxiety by establishing a welcoming and soothing classroom environment that encourages them to participate in class activities.
Summary
Learning a foreign language involves practical application in real-life situations, with speaking skills being the most crucial aspect of communication This chapter highlights the importance of speaking ability, its definition, and the challenges educators encounter when utilizing storytelling as a teaching method The subsequent chapter will outline the research design, including the variables studied, the study location, target population, sampling methods, sample size, research tools, piloting, data collection techniques, data analysis, and the ethical and logistical considerations involved.
RESEARCH DESIGN AND METHODOLOGY
Research Design
The purpose of this study was to investigate IALC English teachers‟ perceptions of using storytelling technique and the difficulties they face
With its aims and research questions discussed in the previous part, the study was designed as a qualitative & quantitative research which used survey questionnaire, interview and observation as instruments
This study utilized a quantitative approach, employing descriptive statistics to analyze teachers' experiences with storytelling as a method for teaching speaking According to Aliaga and Gunderson (2002), quantitative research methods involve investigating social issues through the collection of numerical data and applying mathematical techniques, particularly statistics, for analysis.
Qualitative research methods are particularly effective when there is limited knowledge about a topic, as noted by Johnson and Christensen (2012:33) Given the scarcity of information regarding the practices and attitudes of IALC English center teachers towards storytelling in language teaching, adopting a qualitative approach is appropriate While it would have been beneficial to incorporate semi-structured interviews alongside observations of two teachers, the scope of this project necessitates a focus solely on qualitative research.
Qualitative studies excel in their ability to convey complex processes and circumstances in an accessible and human-centered manner (Duff, 2012) By focusing on depth rather than breadth, these studies aim to provide specific insights that can lead to broader theoretical implications Additionally, the smaller scale of qualitative research often facilitates easier recruitment of participants and simpler permission processes compared to larger-scale studies that require extensive institutional approvals.
The study aims to assess teachers' understanding of storytelling as a teaching method and its application in the classroom, while also identifying the challenges they encounter in utilizing this approach effectively.
Context Of The Research
The research conducted at IALC, an English Center located in Quy Nhon City, Binh Dinh Province, Vietnam, focuses on the use of storytelling as a teaching method for young learners At this language center, English is the primary medium of instruction, with instructors using over 80% English and less than 20% Vietnamese in the classroom.
A questionnaire comprising 14 carefully crafted open-ended and close-ended questions was administered to the teacher respondents, with a strong emphasis on clarifying each question to ensure the validity of the responses.
The interview questions aimed to gather in-depth insights from instructors regarding the use of storytelling as a method for teaching English language skills While open-ended questions can reveal participants' feelings and detailed perspectives, they also have limitations, such as the writing abilities of respondents, the challenge of probing deeper into their answers, and the effort required to complete the questionnaire (Patton, 1988, p 29).
Question 1 was formed to find out the teachers‟ background
Question 1: How long have you been teaching English?
To explore teachers' comprehension and application of the storytelling technique, the second question focused on English teachers' perceptions regarding its definition and usage.
Question 2: In your opinion, what's story telling?
Question 3, 4 and 5 was concerned with the English teachers' perception about teaching Storytelling process and the characteristics of storytelling technique
Question 3: Do you use story telling in your speaking class?
Question 4: Can you describe generally about teaching Storytelling process?
Question 5: What are the characteristics of a good story telling technique?
Question 6 was concerned with the English teachers' perception about the advantages of storytelling technique and the characteristics of storytelling technique
Question 6: What are the benefits of this technique?
Question 7 was formed to find out the English teachers' challenges in using storytelling technique in education and the suggestions they want to put forward
Question 7: What are the difficulties of using storytelling technique? Question 8: Do you put forward any suggestions to overcome the difficulties mentioned?
Participants
In this study, two English teachers from the IALC English Center in Quy Nhon City, Binh Dinh Province, were purposefully selected as participants The researcher, who is also a teacher at the center, chose these participants due to their familiarity with storytelling techniques used in the classroom By employing a purposive sampling method, the research aims to gather accurate insights into the teachers' perspectives on the use of storytelling in education.
Materials
Students have completed the Family and Friends 2 textbook, part of a comprehensive six-level English curriculum for primary schools published by Oxford University Press This textbook focuses on a communicative approach that enhances oral skills and promotes real-life language use By utilizing a theme-based structure, it organizes language and skills around specific topics, providing contextual scenarios that help students become familiar with appropriate language structures for various situations.
To enhance the effectiveness and engagement of textbook content, this research utilizes story plots from Oxford Owl, an award-winning educational resource by Oxford University Press designed to support children's learning through storytelling The alignment between the English center's student program and the researcher’s curated story collections is particularly noteworthy.
Research Instrument
To answer the Research Questions mentioned in the previous part, the researcher uses survey questionnaire, interview and observation as Research Instrument
The researcher utilized semi-structured questionnaires directed at English instructors at the IALC English Center, as these tools are deemed effective for collecting data on beliefs and attitudes According to Baker and Westrup (2003), questionnaires are efficient and straightforward to administer, making them ideal for gathering valuable insights from teachers.
In a research study at the IALC English Center, face-to-face semi-structured interviews were conducted with two English teachers to explore their perspectives on storytelling This interview format, which features open-ended questions, allows for a deeper understanding of the teachers' insights and the intriguing aspects of storytelling Bernard (1988) emphasizes that semi-structured interviews are particularly effective when researchers have only one opportunity to gather information and when multiple interviewers are involved in data collection.
To conduct effective semi-structured interviews, it is essential to prepare an interview guide in advance, outlining the key topics and questions This approach allows for customization of questions based on the unique context of each interview, ensuring that all relevant subjects are thoroughly addressed during the discussion.
Dicicco-Blum and Crabtree (2006) emphasize that semi-structured interviews offer valuable insights into participants' perspectives on specific topics Each interview lasted between fifty and twenty minutes and took place at the educators' schools The interviews were recorded, allowing interviewers to concentrate fully on the questions and the natural flow of conversation, in line with Kvale's recommendations (1996).
The interviews commenced with introductory questions regarding the teachers' educational background and work experience, which were crucial for analyzing the relationship between their backgrounds and attitudes towards the storytelling method Participants discussed their teaching methods and classroom materials, allowing them to share both the advantages and disadvantages of the various techniques they employ.
The researcher explored the advantages and challenges of implementing storytelling techniques, gathering valuable insights that directly relate to the previously outlined research questions.
Finally, the interviewees were given a question about the suggestions to overcome the difficulties they mentioned
The researcher conducted 15-20 minute interviews with two participants in an academic room at the center, utilizing an audio recorder to capture their insights The primary goal was to explore participants' perspectives on employing storytelling as a teaching method for young learners, as well as the challenges they encounter Interviews are particularly beneficial in this context, as they allow for the revelation of insights that may be difficult to express in writing, with participants often more inclined to share their thoughts verbally.
Conducting interviews with busy teachers at the IALC English Center proved challenging for the researcher, who had to balance these discussions with their own numerous responsibilities After greeting the interviewees and expressing gratitude for their participation, the researcher outlined the purpose and significance of the research, ensuring that all interviews were conducted in English.
In the research, observations were made to reduce the problems with the questionnaires and make the study's results more convincing
Observation lets you see in a way that is not too intrusive what people actually do versus what they say they do (Burns, 1999: 81).
Data Collection
In the study, educators were provided with a questionnaire containing 14 questions, which included both open-ended and closed-ended inquiries The questionnaire was distributed to the participants of the survey, and their responses were collected for analysis (refer to Appendix 1 for more details).
The interview data collection process took place from January to March 2022, beginning with the analysis of research questions to develop relevant interview queries aligned with the study's objectives The researcher coordinated with two English teachers at IALC - English Center in Quy Nhon to schedule the interviews, notifying them a day in advance On February 9, 2022, at 5:30 P.M., the researcher conducted individual interviews in the center's academic room, starting with a greeting and an explanation of the research's purpose and significance Each interview, lasting approximately 15 to 20 minutes, was conducted in English and recorded using a tape recorder, with an appendix of the interviews included at the end of the study.
Prior to conducting the actual interviews, the researcher performed a data piloting phase to evaluate the recorder, ensure the interview lasted a minimum of 15 minutes, and refine the interview questions This pilot test involved one teacher and revealed that certain questions required further exploration, highlighting the need for a suitable audio recording device.
Following the pilot study, the researcher proceeded to conduct interviews with two teachers from the IALC English Center in Quy Nhon City Each interview lasted between 15 to 20 minutes and focused on a pre-prepared set of questions.
Following the interviews, the recorded conversations were transcribed into written format To facilitate data analysis, the researcher organized the information into key categories Ultimately, the collected data from the interviews were thoroughly analyzed to derive meaningful insights.
This study employed observational methods to assess student engagement during lessons, conducted by the teaching researcher The focus was on monitoring student involvement, their interactions during lessons, and the impact of storytelling on their learning Additionally, the completion of homework review sections was documented Observations were recorded five times throughout the first to fifth meetings.
Data Analysis
The research utilized both qualitative and quantitative data analysis to address the study's objectives Responses from the survey questionnaire were meticulously collected, organized, and recorded The raw data was then computed and summarized in tables, allowing for effective comparison and contrast of the findings.
The analysis conducted in this investigation is heavily influenced by the study's purpose and data nature (Kvale and Brinkmann, 2009:199) The research materials included interview notes and detailed observations made during the analysis These notes were systematically coded and organized into three key subsections outlined in the interview guide: background information, general teaching methods and materials, and the storytelling approach.
3.7.1 The Questionnaire Data Analysis Procedures
To assess the current challenges faced by English center teachers in utilizing storytelling for teaching, a survey was conducted to gather insights into their circumstances and communication effectiveness Emphasizing clarity, each question was carefully crafted to ensure validity, with technical terms simplified for better understanding The questionnaire, tailored to the Vietnamese context, aimed to provide a comprehensive overview of each situation while capturing participants' reflections Questions were logically arranged to guide respondents through the study's themes, drawing on the author's knowledge, observations, and experience in the field.
The researcher conducted a qualitative analysis of data collected from teachers, focusing on audio recordings of interviews which were transcribed for clarity This transcription provided detailed insights into participants' views on storytelling Through a thorough examination of the case, the researcher identified and categorized the key issues that emerged from the findings.
The data were analyzed to explore participants' beliefs about using storytelling as an educational tool for young learners This analysis was grounded in the issues and theories of storytelling, as outlined in the findings section The method employed for this analysis was meaning analysis, as described by Kvale.
In the research process, interview transcripts were meticulously analyzed and coded, following the methodology proposed by Strauss and Corbin (1990), which emphasizes the importance of codes in identifying research phenomena Subsequently, meaning condensation was performed to distill natural meaning units into concise and clear themes The final stage of data analysis involved meaning interpretation, where the researcher elucidated the meanings of the examined phenomenon based on the insights derived from the interviews.
The research utilized observation as the primary method, with the researcher actively engaging in the teaching and assessment processes This approach aimed to evaluate student participation, task engagement during lessons, and the impact of storytelling on students Additionally, it included observations of the homework checking process An observation form was employed five times, covering the first through the fifth lessons.
Summary
This chapter outlines the study's procedures, providing a comprehensive overview of the research methodology It details the participants involved, the context of the research, and the research design, which encompasses the research instruments, data collection tools, and data analysis methods, including a survey questionnaire for teachers, interviews, and observations.
FINDINGS AND DISCUSSION
Questionnaire
At the conclusion of the study, a survey questionnaire was distributed to twelve teachers to assess their perceptions of narrative strategies in speaking classes The survey aimed to identify the challenges teachers encounter when incorporating storytelling as a teaching method It consisted of fourteen items that required responses from the participants.
4.1.1 Teachers’ opinion about speaking skills
Figure 4.1.1: Teachers’ opinion about the speaking skill
The results indicate a strong consensus among teachers regarding the importance of speaking skills, with 75% expressing that these skills are essential, while the remaining 25% also agree on their necessity.
In spite of the importance of the speaking skill, only two teachers
Very necessary Necessary Not quite necessary
In a recent survey, 17% of teachers expressed confidence in their ability to teach a specific skill, stating it was not difficult for them In contrast, a significant majority, 83%, reported facing challenges in successfully imparting this skill to their students.
Figure 4.1.2: Teachers’ opinion about teaching speaking skills
4.1.2 Teachers’ perception about the use of communicative activities in teaching speaking skills
In order to discover teachers‟ perception about the importance of communicative activities, some questions were raised about this issue
Fortunately, many teachers have positive attitudes toward the importance of the use of communicative activities to teach speaking skills
Figure 4.1.3: Teachers’ perception about the use of communicative activities
The significance of communicative activities in teaching speaking skills is widely recognized among educators, with 75% of teachers asserting their crucial role in fostering students' communicative competence Additionally, 17% of teachers acknowledge the importance of these activities, while only 8% believe they are not very important This data highlights the growing awareness among teachers regarding the effectiveness of communicative activities in enhancing language instruction.
Many educators focus on incorporating storytelling activities into their teaching methods In fact, all teachers reported that they adapt and utilize storytelling techniques to enhance their students' speaking skills.
4.1.3 The frequency of using storytelling activities in teaching speaking
92% teachers agreed that storytelling activities were often adapted and used in their lesson, while only 8% of them supposed that they were not used
To design speaking lessons effectively, the teaching material is one of the factors playing a decisive role in the success of the lessons
Therefore, teachers‟ assessments towards communicative factors of storytelling activities in the currently used on Oxford Owl, a website from Oxford University Press were taken into consideration
Figure 4.1.4: The frequency of using storytelling activities teachers in teaching speaking
4.1.4 Teachers’ role in designing and managing storytelling activities in classrooms
Teachers are essential to the educational process, responsible for helping students connect practice exercises with storytelling activities The effectiveness of students' learning is influenced by how teachers design lesson activities and manage the classroom environment To illustrate how teachers can motivate student participation in speaking classes, refer to Table 1.
Table 1: Roles of the teacher during storytelling activities
Interfering whenever you find your students make mistake
Collecting students‟ common mistakes without interfering them
Joining the activities with students as a participant 8 67% Encouraging all students to participate in the activities 11 92%
According to the data, a significant majority of teachers (92%) actively encouraged student participation in activities, which fosters a comfortable environment for engagement While 67% of teachers chose to participate alongside their students, 33% opted to observe and collect students' mistakes without direct intervention Additionally, half of the teachers intervened when they noticed errors, whereas 17% believed in allowing students to communicate freely without interference.
To enhance communication in speaking classes, teachers can implement various effective storytelling activities before, during, and after lessons.
4.1.5 Teachers’ implementation of storytelling activities
The investigation explores teachers' awareness and implementation of storytelling activities in the classroom, focusing on how these activities are applied and managed by educators.
In terms of the content of storytelling activities, 100% of teachers showed their agreement that the content of storytelling activities in their speaking lessons is related to the lesson
The data shows that teachers paid much attention to the content of storytelling activities used in classes Generally, storytelling activities can uses in all stages in a speaking lesson
To create effective lessons, teachers must fully understand the objectives of storytelling activities Prior to developing a lesson plan, it is essential for educators to establish clear aims for incorporating storytelling into their teaching strategy.
Table 2: Teachers’ perception of the aims of storytelling activities
To encourage students to speak target language 11 92%
To stimulate the students‟ motivation 10 83%
To have students get out of shyness 7 58%
To meet the demand of students‟ communicative purposes
All the above mentioned reasons 8 67%
As shown in Table 2, the data provide evidence that most of the teachers were really aware of the communicative activity purposes which was a good sign for students
Effective lesson planning requires significant time, energy, and creativity from teachers Research shows that 75% of educators believe that thorough preparation enhances storytelling activities Additionally, 83% of teachers agree that encouraging student participation is essential for maximizing the effectiveness of these storytelling initiatives.
A significant 67% of teachers believe that collaborating and sharing experiences with colleagues can be beneficial, while 58% recognize the advantages of incorporating storytelling activities into their classroom organization The methods used by teacher informants to enhance storytelling activities are detailed in Table 3.
Table 3: Teachers’ ways to promote storytelling activities
Ways to Promote CAs Occurrence %
Discuss and share the experience with colleagues
Organize the class work appropriately 7 58%
Teachers valued the preparation stage of storytelling activities, suggesting that they could enhance their teaching by integrating various techniques effectively.
4.1.6 Benefits of use storytelling activities in teaching English speaking skill to young learner
Storytelling activities significantly enhance English language teaching, particularly in developing speaking skills, by providing numerous benefits This investigation highlights several key advantages of incorporating storytelling into language education.
Figure 4.1.5: Teachers’ opinions about the benefits of storytelling activities
A significant 92% of teachers believe that storytelling activities can effectively engage students at any stage of the teaching process Additionally, 67% of educators think that these activities significantly enhance students' language skills However, only 75% recognize that storytelling provides valuable communicative contexts, and just 42% understand its role in creating a natural learning environment.
4.1.7 Difficulties the teachers encounter when conducting storytelling activities in teaching speaking skills
Interview
This section will be organized into three key themes derived from the interview: teachers' comprehension and application of storytelling techniques, the advantages of storytelling in education, and the challenges teachers face when implementing storytelling The findings from the participants will be presented and analyzed, drawing connections to prior studies discussed in the previous section.
4.2.1 Teachers’ understanding and practicing storytelling technique
This section discusses about teachers‟ understanding and how they practice storytelling Regarding the question: “What‟s storytelling?” the participants said that:
Teacher A: It's an educational and active technique in teaching
English in simple and interesting way
Teacher B: Storytelling is the art in which a teacher conveys a message truth or information, knowledge on wisdom on an audience student
Teacher A emphasized that storytelling serves as an engaging educational tool for teaching English, while Teacher B highlighted its role in imparting truths and wisdom to students The differing perspectives of the teachers suggest a lack of consensus on the storytelling technique, indicating that their insights are primarily based on personal opinions rather than a shared understanding.
The two teachers demonstrated a limited understanding of storytelling techniques, likely due to insufficient training for both novice and in-service educators This suggests that even when teachers attempt to implement storytelling in their lessons, they struggle to effectively navigate its educational process.
According to Roney (1996), storytelling is an interactive process where the storyteller engages the audience through vocalization, narrative structure, and mental imagery This dynamic communication involves the audience responding through body language and facial expressions, creating an ongoing cycle that brings the story to life Ultimately, effective storytelling immerses the audience in the atmosphere of the narrative, enhancing their emotional connection to the tale.
All participants agree that incorporating storytelling in the classroom offers significant advantages for both students and teachers One of the primary benefits is that storytelling effectively captures students' attention, enhancing their engagement and learning experience.
Teacher A: …It enriches students‟ vocabulary, increases motivation and attracts students‟ attention with various kinds of stories …
Teacher B: … Especially, it attracts students‟ attention, maintains the interest of students,
Storytelling has proven to be an effective technique for engaging young learners in English language education, as demonstrated by two participants, Teacher A and Teacher B Their insights align with previous research by Isbell et al (2004), cited in Miller and Pennycuff (2008), which emphasizes that storytelling captivates students' interest and helps maintain their attention during lessons.
The interview results indicated that one significant benefit of storytelling in education is its ability to enhance students' memory and facilitate easier memorization of lessons By engaging with stories, students can better retain the material compared to traditional teaching methods, where the teacher merely explains concepts This approach simplifies the learning process for students, as confirmed by the participants.
Teacher A: … I think students are able to memorize the material longer Therefore, it can simplify the lessons
Teacher B: … it helps students memorize the lesson easily…
Teacher A emphasized that storytelling significantly enhances students' ability to retain information, leading to improved memorization of the material Consequently, incorporating storytelling techniques into lessons helps students remember the content more effectively.
Teachers have noted that storytelling can enhance students' ability to retain information, aligning with Hendrickson's (1992) assertion that listening to stories improves memory skills Thus, it can be concluded that storytelling effectively aids in helping students memorize material.
Storytelling significantly boosts students' self-confidence while enhancing their language skills As highlighted by participant Ms Ngan, engaging in storytelling allows students to build their self-esteem and develop their linguistic abilities effectively.
Teacher B: … Besides, storytelling technique enhances speaking skill and students will be confident to tell stories in front of class
Teacher B emphasized that when students take on the role of storytellers, it significantly boosts their self-confidence in expressing themselves in their own language She noted that this practice enhances students' communication skills, as they begin to engage more actively with their peers and teachers, using a wider range of vocabulary By listening to stories, students not only acquire new information but also improve their ability to articulate their thoughts, leading to more effective communication overall.
In other word, the students would speak creatively using many words
Those results were similar to some previous studies Hendrickson
Storytelling enhances students' creative expression and boosts their confidence in communication skills, as noted by 1992 research Additionally, studies by Peggy, Sharolyn, and Sharon (2004) and Robins and Ehri (1992) affirm that listening to stories significantly enriches vocabulary development.
One significant advantage of storytelling is its ability to enhance students' vocabulary Through engaging narratives, students are exposed to a variety of new words that may not typically arise in standard lessons This expanded vocabulary not only enriches their language skills but also serves to motivate students in their learning journey.
Teacher A: … It enriches students‟ vocabulary, increases motivation
Teachers can enhance their storytelling skills when teaching young learners, fostering greater creativity in their narrative delivery This aligns with previous research, such as Barzaq's 2009 study, which highlighted the numerous advantages storytelling offers educators Mr Dat also supports this perspective, emphasizing the positive impact of storytelling on teaching practices.
Teacher A: … One more profit is that to have expected result, the teachers should sharpen themselves, bring more suitable teaching aid to support the storytelling lessons
In conclusion, storytelling offers numerous benefits in teaching young learners Firstly, it captures students' interest during the learning process Secondly, it enhances their memory skills Additionally, storytelling boosts students' self-confidence and language abilities Furthermore, it enriches their vocabulary Lastly, it encourages teachers to be more creative in their teaching methods.
4.2.3 Teachers’ Challenges of Using Storytelling
Observation
The observation aimed to evaluate the effectiveness of storytelling in teaching speaking skills and to assess student reactions during the lessons Conducted immediately after each lesson, the analysis revealed that key factors influencing classroom dynamics included student participation, time management, homework completion, attitudes toward learning, and overall learning outcomes.
The teacher observed a notable increase in student engagement throughout the course Initially, on the first day, 5 students were late and 1 was absent due to anxiety about the speaking test, while the rest were punctual However, by the subsequent classes, more students began arriving early or on time, with only a few arriving late For instance, on the second day, 5 students came early, 7 on time, and 4 late By the third day, attendance improved further, with 7 students arriving early, 8 on time, and only 1 late Remarkably, by the seventh and eighth classes, 16 students consistently arrived early, highlighting a significant shift in their commitment to the lessons.
Overall, the students' attitudes toward learning how to speak better changed, and they looked forward to their lessons
Students gradually assumed greater responsibility for their assignments, with 16 completing the task given during the third meeting However, submissions were delayed until the instructor provided a reminder While most of their phrases conveyed meaning, all students made grammatical errors, and three students also had spelling mistakes.
The following day, students diligently completed their homework, with an increasing number submitting it independently, without reminders from the teacher By the fifth meeting, they narrated the story in their own words, showcasing improved flexibility in their language During the seventh meeting, 16 students were motivated to complete their assignments, and all students demonstrated the ability to rewrite the story accurately and coherently Notably, there was a significant improvement in grammar and spelling, with some students achieving perfect scores Ultimately, it is crucial for every student to take responsibility for their homework and learning; mastering storytelling skills positively impacted their homework performance, highlighting the lesson's effectiveness on the students.
The researcher structured the study around a three-part narrative: before, during, and after the speaker's presentation, identifying three key lessons within each segment As students engaged with the tasks, their speaking skills improved noticeably However, on the eve of the test, the researcher identified two main obstacles hindering students' speaking proficiency Firstly, a lack of knowledge in grammar and vocabulary led to students either remaining silent or resorting to Vietnamese Secondly, limited opportunities and time for speaking practice further impeded their development.
On the second day, it was hard for 4 students to understand At the beginning of the lesson, all of the students had problems with fluency, content, grammar, and vocabulary
By the third day, all students had memorized the vocabulary, enhancing their storytelling abilities Fourteen students successfully answered questions related to the story, demonstrating their comprehension.
Two students struggled with the details of the stories and sought assistance from their teacher, while the rest of the class read the story with the appropriate tone and pace Additionally, the students demonstrated creativity in formulating questions for their peers and devising plans for how to respond.
On the fourth day, all students participated in a speaking activity, where fifteen felt confident, while one was shy However, by the end of the class, with the teacher's guidance, everyone improved their skills Eager to receive feedback on their homework, students approached the pair activity with enthusiasm to share their stories Significant changes were made in content, vocabulary, and grammar, although fluency remained a challenge for many.
On the fifth day, students diligently completed their homework by narrating a story in their own words, incorporating specific vocabulary related to family members While some struggled to articulate their thoughts clearly and did not respond to teachers' questions, all students successfully recounted the story in the correct sequence, despite a few grammatical errors in their speech.
The story could teach them more important lessons Vocabulary, grammar, fluency, and intonation all increased significantly
Classroom observations indicate that incorporating storytelling significantly boosts students' communication skills and increases their comfort level during presentations.
Chapter Summary
This chapter presents an analysis of data gathered from questionnaires, interviews, and class observations regarding the use of storytelling activities to enhance speaking skills among young learners at IALC, an English Center in Quy Nhon The findings reveal both the effectiveness of storytelling in teaching and the challenges faced by teachers in implementing these activities Despite the benefits, several issues persist in speaking lessons, prompting a discussion of potential solutions The subsequent chapter will summarize the results, draw conclusions, and offer recommendations based on these findings.
CONCLUSION AND SUGGESTIONS
Conclusion
Storytelling is an effective method for teaching English as a foreign language at IALC, an English Center in Quy Nhon City, Vietnam This study explores teachers' perspectives on the use of storytelling in speaking classrooms Data was collected through surveys, semi-structured interviews, and observations involving the researcher and two teachers The analysis revealed significant findings regarding the impact of storytelling techniques in language instruction.
5.1.1 The teachers’ perceptions of storytelling in a speaking class
The analysis of research conducted at IALC English Center demonstrates a significant improvement in English speaking proficiency among young learners through the use of storytelling According to the data, 92% of teachers believe that storytelling activities effectively motivate students and can be integrated at any stage of the teaching process to capture their attention Additionally, 67% of teachers feel that these activities greatly enhance students' language skills However, awareness of storytelling's role in providing communicative contexts and fostering a natural learning environment is less recognized, with only 75% and 42% of teachers acknowledging these aspects, respectively Ultimately, the students' speaking scores indicate that storytelling is an effective method for teaching speaking skills.
A good children's story should possess several key characteristics that resonate with young readers Firstly, it must feature strong characters that help students remember both the characters and the storyline Secondly, incorporating moral values is essential, as these values contribute to the development of students' character Lastly, the story should align with the interests of the students, as engaging content captures their attention and enhances their enjoyment of the lesson.
5.1.2 The challenges teachers face in using storytelling to enhance students speaking skill
The study reveals that teachers have a limited understanding of the storytelling technique, as evidenced by their varied definitions of it This lack of clarity may stem from insufficient training, leading to ineffective implementation in the classroom Consequently, teachers often fail to adequately prepare for lessons, resulting in an incomplete application of the storytelling method This preparation gap likely contributes to the overall lack of success in their storytelling lessons.
Teachers at the IALC English Center are encountering challenges that hinder the effectiveness of storytelling activities, including students' limited English knowledge, passiveness, shyness, class size, and time constraints These issues have impacted the successful implementation of such activities, prompting teachers to enhance their teaching quality Some educators have started adapting their methods and incorporating diverse resources to better align with their students' proficiency levels A significant challenge remains in maintaining students' focus during storytelling, as younger learners often struggle to concentrate and can be noisy To address these challenges, teachers must exhibit greater enthusiasm and work on improving their English proficiency and pedagogical skills to create more engaging and captivating lessons.
Implications
Teaching English language speaking skill has been considered a difficult task to accomplish because it is affected by many factors
Storytelling activities have emerged as an effective solution for enhancing language learning, yielding positive results However, their application remains limited within English Centers To promote the use of storytelling in teaching, several recommendations are provided for educators.
- The teacher should choose the materials that are appropriate and not too difficult for the students
- Before assigning the storytelling activities to the students, the teacher should make sure that the students have fully understood and have the information they need
- The teacher should keep control the students „activities during lesson
- The teacher should present the language in a relaxed, enjoyable and understandable way in classroom
This study highlights the significant role of storytelling in teaching English to young learners, enhancing teachers' awareness and understanding of its benefits It provides valuable insights for educators to select appropriate stories that engage young students effectively Additionally, the research addresses common challenges associated with storytelling, equipping teachers with strategies to overcome these obstacles and maximize student learning outcomes Ultimately, this study serves as a valuable resource for current and future teachers in the field.
Limitation
Although the research has offered some helpful finding, it has also shown some unavoidable mistakes due to the researcher‟s limitation of experience and knowledge
The study seeks to explore the use of storytelling activities in enhancing speaking skills among young learners at IALC, an English Center However, the limited participant pool may affect the comprehensiveness of the findings, potentially not representing the overall landscape of speaking skill instruction.
The limitations of the questionnaires may result in incomplete coverage of storytelling activities utilized by teachers, leading to less reliable outcomes Consequently, the research findings, derived solely from survey questionnaires, interviews, and class observations, lack a comprehensive discussion, which may affect the overall completeness of the analysis.
Due to time constraints and other objective factors, the researcher was unable to investigate the relationship with additional skills, which limited the precision of the study.
Suggestions for Further Studies
With the result of the study above, the researcher wants to give some suggestions to the English teachers the future researcher
EFL teachers at upper English centers and primary schools are encouraged to transition from traditional methods to modern techniques, particularly by incorporating storytelling in their teaching This approach not only enhances speaking skills but also supports listening, reading, and writing development Utilizing storytelling to teach various genres, such as storytelling and retelling, fosters innovative and creative thinking among students, making classes more engaging and dynamic.
Teachers must continually enhance their skills and knowledge to improve English teaching outcomes By being creative and seeking engaging stories, educators can foster student interest and enthusiasm in learning speaking skills in English.
Future researchers interested in the application of story retelling techniques for teaching English skills are encouraged to conduct classroom action research or explore other methodologies This research could focus on the effectiveness of story retelling in enhancing listening and writing skills, as well as its application across various genres Additionally, further studies should investigate the strategies and techniques utilized by teachers in different centers and schools in Quy Nhon City.
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This questionnaire aims to gather insights into teachers' experiences with communicative activities for enhancing speaking skills among young learners at IALC, an English Center in Quy Nhon The responses will serve as crucial data for research purposes only, and we encourage honest and precise answers reflecting your personal views and teaching context Thank you for your cooperation!
Please put a tick (√) on the answer you choose
- Years of teaching: < 5 years 5-10 years
- Have you ever participated in any workshops of teaching speaking skill?
II Teacher’s experience in teaching speaking at IALC - an English
(More than one choice is acceptable in some sentences)
1 In your opinion, speaking skill is…
2 Do you find teaching speaking skill is difficult?
3 According to you, how important is the use of communicative activities to teaching speaking skills at IALC - an English Center?
Very important Not very important No idea
4 What are your favorite communicative activities in teaching speaking skills?
5 Do you often use storytelling activities in teaching speaking skill to the young learners at IALC - an English Center?
6 How often do you use storytelling activities in teaching speaking skills to the young learners at IALC - an English Center?
7 Are there storytelling activities in your textbook (Family and Friends 2) for the young learners communicative?
8 Are the activities you often use related to the content of the lesson?
9 Why do you think storytelling activities should be used in speaking lesson?
To encourage students to speak the target language
To stimulate the students‟ motivation
To have the students get out of shyness
To meet the demand of students‟ communicative purposes
All the above mentioned reasons
10 Do the students like storytelling activities in English speaking lessons?
11 During a storytelling activity, you should:
Interfere whenever you find your students make mistake
Collect students‟ common mistakes without interfering them
Join the activities with students as a participant
Encourage all students to participate in the activities
12 Which of the following things do you think teachers should make to get effectiveness of storytelling activities?
Discuss and share the experience with colleagues
Organize the class work appropriately
13 What do you think the benefits of the use of storytelling activities in teaching English speaking skill to the young learners at IALC
Increasing students‟ motivation in learning
Providing communicative contexts for students
Helping students develop their language skill totally
14 Which problems do you suppose to have/ have when designing and using storytelling activities in teaching English speaking skill for young learners?
Limitation of time to prepare
Limitation of time to apply in classroom
Speaking activities in the textbooks are not communicative
Class size is not suitable to use the communicative activities
Students lack of knowledge of English to express themselves
Students are passive and shy
Lack of teaching facilities and teaching aids
1 How long have you been teaching English?
Teacher B: I‟m a new teacher I have been teaching English for 1 year
2 In your opinion, what's story telling?
Teacher A: It's an educational and active technique in teaching English in simple and interesting way
Teacher B: Storytelling is the art in which a teacher conveys a message truth or information, knowledge on wisdom on an audience student
Questions on English teachers' perception about teaching
Storytelling process and the characteristics of storytelling technique
3 Do you use story telling in your speaking class?
4 Can you describe generally about teaching Storytelling process?
Teacher A assigns topics for students to explore in groups, encouraging them to create related stories After a week of preparation, the students present their narratives to the class.
Teacher B: Teacher tells students a story and students have to quickly write down the main content of the story After that, students tell that story on their own words
5 What are the characteristics of a good story telling technique?
Teacher A: It should concentrate on the main aim of the lesson and suit the students' level
Teacher B: It should have morals and cooperation and suit the age of students
Question on English teachers' perception about the advantages of storytelling technique and the characteristics of storytelling technique
6 What are the benefits of this technique?
Storytelling techniques offer numerous benefits in the classroom, enhancing students' vocabulary and motivation while capturing their attention through diverse narratives This engaging approach not only entertains but also aids in better retention of material, making lessons easier to grasp Additionally, for optimal results, teachers must refine their skills and incorporate appropriate teaching aids to support storytelling in their lessons.
Utilizing storytelling techniques in education offers numerous benefits, including capturing students' attention and sustaining their interest This approach not only aids in memorization but also enhances speaking skills, empowering students to confidently share stories in front of their peers.
The extent of the lesson’s effect on students
- Discuss about the time, rules in the storytelling periods
- The planed periods and frame work in five weeks were informed
Many students struggle with vocabulary, limiting their ability to express opinions effectively As a result, they often respond with generic phrases like "I can cook" or "I buy medicine when my mother is sick," which fail to convey deeper thoughts Additionally, their reactions to various situations can be impolite, indicating a need for improved communication skills and emotional expression.
The extent of the lesson’s effect on students
- 4 students met difficulties in understanding
- All students were lack of fluency, content, grammar and vocabulary at the beginning of the lesson but at the end of the lesson, all of these behaviors were improved
14/16 students finished the homework before the lesson
- All their sentences were meaningful They related the words in the lesson to their lives
- All students sometimes put the verbs in the incorrect forms
- 2 students had problem in spelling words in the writing exercise
The extent of the lesson’s effect on students
- All students learnt by heart the vocabulary and reacted the choosing situation with these words
- 14 students answered the question relating to the story correctly
- 2 students got the detail of the stories incorrectly and needed teacher retold
- All students read the story with the intonation
- Students had great imagination when they made the questions to ask their friends and prepared the solutions in their lives
- 6 students waited for the lesson from early
- 8 students came to the class on time
- 2 students were late for class
All students completed the homework with high responsibility
The extent of the lesson’s effect on students
- All students joined speaking activity
- 15 students were confident to speak out but 1 students were reserved However, at the end of the class, with the support of teacher, all students were better than before
- They were ready to listen teacher‟s comment on the homework
- Students joined the pair activity to share the story with high motivation
- Content, vocabulary and grammar was improved so much
- Students‟ fluency was also limited.