VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIESFACULTY OF POST GRADUATE STUDIES BÙI THI NGỌC MAI USING STORYTELLING TO TEACH GRAMMAR AT A PRIMARY SCHOOL IN
INTRODUCTION HH He, 1 1.1 Rationale for research - - c1 9 19v nh ng nghi nàng 1 1.2 Statement of the DrObẽ€1m ¿+ + E311 E+EE*EEEEEeEeseesreeererereree 6 1.3 Research DUTDOSGS - - ĂS HH HH HH HH 6 1.4 Research Questions <6 111 90 919v HH cưy 6 1.5 Scope of the r€S€aTCH - - ô6 + + vn TH TH HH nh tr 6 1.6 Significance of the r€S€aCCHh - G6 <1 199111910 99119911 91119 1 ng ng rry 7 1.7 Organization Of the tẽh€S1S . - ô+ 1x E1 1 1 vn ng tr 9
The role of English as an international language in this globalization era is undeniable On its way to integration into the global community, Vietnam gives prominence to English learning to adapt to the current trend With the growing demand for learning English, there has been innovation in English teaching and learning methods everywhere in Vietnam Moreover, with the increasing demand for learning English, English teaching and learning have been creative Stern (1983, 21) defines "language teaching as the activities intended to bring about language learning." In other words, language teaching entails more than just instructing a group of students It is a process that includes various tasks, and it is up to the teacher to figure out when and how to involve students in the classroom Thus, teachers are interested in providing their learners with the knowledge needed to be competent to a certain extent in the target language.
Children are called natural language learners; according to the natural approach (Krashen, 1981), they can learn much more quickly and efficiently than adults Nevertheless, they must be introduced to natural learning environments and unique teaching techniques that make learning meaningful and enjoyable Thus, teachers use stories to supplement their core materials or create self-contained work units that constitute mini syllabuses (Brown, 1994).
In this way, a story provides the starting point and rich context to develop a wide variety of related language and learning activities involving children creatively and actively in a comprehensive whole curriculum approach (Ellis
In Vietnam, like many other countries, the acquisition of grammar plays a crucial role in language learning However, traditional grammar teaching
1 methods often focus on rote memorization and rule-based approaches, which may not effectively engage primary school students or facilitate long-term retention of grammatical structures As a result, there is a growing interest in exploring alternative instructional approaches that promote active learning and foster students’ intrinsic motivation.
Storytelling, a timeless and culturally significant practice, has been recognized as a powerful tool for teaching and learning across various disciplines According to Claudine (2012), storytelling potential to engage students' imagination, facilitate comprehension, and promote language development makes it an attractive candidate for integrating into the language curriculum By weaving grammar instruction into captivating narratives, storytelling provides a meaningful context for students to encounter and practice grammatical structures in a natural and memorable way.
This research aims to investigate the effectiveness of using storytelling as a pedagogical strategy to teach grammar to grade 5 students in a primary school in Hanoi The identified gap in the effectiveness of using storytelling as a pedagogical strategy to teach grammar to grade 5 students in a primary school in Hanoi lies in the integration of storytelling specifically for grammar instruction This suggests there is a need for more research and exploration of how storytelling can be effectively used as a teaching strategy for teaching grammar to grade 5 students in that context.
Theoretical research on the topic may be lacking In providing comprehensive evidence and guidelines for implementing storytelling as a pedagogical tool for grammar instruction in primary schools While there may be some theoretical frameworks and studies discussing the benefits of storytelling in language learning in general, there might be a gap when it comes to specifically addressing grammar instruction using storytelling techniques at the grade 5 level.
Additionally, the identified gap also suggests that practical research and evidence from actual classroom settings may be limited While there might be some anecdotal evidence or small-scale studies, there may be a lack of empirical research specifically focused on the effectiveness of storytelling as a pedagogical strategy for teaching grammar to grade 5 students in a primary school in Hanoi.
In summary, the gap identified is a need for more theoretical and practical research that specifically examines and provides evidence for the effectiveness of using storytelling as a pedagogical strategy for teaching grammar to grade 5 students in a primary school in Hanoi.
On the other hand, by employing an action research approach, the study seeks to bridge the gap between theory and practice, offering practical insights and recommendations for educators in designing grammar instruction that is engaging, contextualized, and meaningful Firstly, the context refers to the specific situation or environment in which the teaching and learning of grammar to grade 5 students in a primary school in Hanoi takes place In this context, there may be discrepancy between the theoretical knowledge and research available on effective teaching strategies and the actual practice employed educators The gap exists when the theoretical understanding of how to teach grammar effectively is not effectively translated into practical classroom instruction Secondly, storytelling is important because it provides a meaningful and engaging context for language learning It taps into students’ imagination, emotions, and cognitive processes, making the learning experience more enjoyable and memorable By integrating storytelling into grammar instruction, educators can create a connection between language structures and real-life situations, enhancing students’ understanding and application of grammar in a practical and meaningful way To apply storytelling for primary students, the theoretical problems storytelling solves: a Engagement and Imagination: Traditional grammar instruction often focuses on rule-based explanations and isolated exercises, which can be dry and uninteresting for students Storytelling addresses this problem by creating an engaging and imaginative learning environment It captivates students’ attention, stimulates their curiosity, and encourages active participation in the learning process. b Comprehension and Contextualization: Grammar rules and structures can sometimes appear abstract or disconnected from real-life usage. Storytelling provides a context where grammar is embedded within narratives, allowing students to see how grammar functions in authentic language use. This contextualization enhances students’ comprehension of grammar rules and their ability to apply them appropriately. c Language Development and Fluency: Storytelling promotes language development by exposing students to rich and varied language input Through storytelling, students encounter different vocabulary, sentence structures, and linguistic patterns in a natural and authentic manner This exposure supports the development of language fluency, as students internalize grammatical structures and learn to use them spontaneously in their own speech and writing.
Finally, the identified gap between theory and practice is relevant to our school context At our school, we have observed a misalignment between the theoretical knowledge and recommended teaching strategies for grammar instruction and the actual practices employed by educators in the classroom.While there may be valuable research and theoretical frameworks available on effective grammar instruction and the benefits of storytelling, we have noticed that these strategies are not consistently implemented or fully utilized in our school setting This gap between theory and practice highlights the need for practical insights and recommendations that can help educators bridge this divide and effective integrate storytelling as a pedagogical tool for teaching grammar to grade 5 students at our school in Hanoi This study can enhance the quality of grammar instruction at primary schools in Hanoi and provide valuable insights for educators globally interested in integrating storytelling into their language teaching practices.
In my experiences as an English teacher at a Hanoi primary school, grammar was traditionally taught Teachers attach much importance to teaching grammar without consideration of language communication Therefore, the teacher spends most of the time on grammar points because many students have never learned English before, and the teacher tries to keep to the syllabus In addition, many students were too shy to speak in class, whereas most grammar lessons were carried out in traditional methods such as the Grammar-Translation Method The teachers presented new grammar verbally, and students took turns doing exercises in workbooks.
Grammar instruction for primary students is extremely challenging despite how important it is Not all teachers have the tools to teach grammar to young students using the right strategies and materials Additionally, there may be differences in the attitudes of young pupils and teachers regarding the methods employed to teach grammar Therefore, the study aims to recommend a practical method for teaching grammar to young students and teachers and examine learners' opinions toward this method Storytelling especially is an ideal introduction to foreign languages as stories provide a familiar context for the child For these reasons, the researcher decided to conduct the study on "Using storytelling to teach grammar at a primary school in Hanoi: An action research study." The researcher hoped that storytelling could help other teachers organize many activities attractively to encourage students to participate in their lessons.
The research examined numerous studies looking into the efficacy of storytelling; however, most of them concentrated on teen and adult vocabulary development and listening skills As a result, the specific issue addressed in this study was to explore how storytelling affects primary students’ grammar and how they feel about it.
This research aims to investigate the effectiveness of storytelling on teaching grammar and their attitudes to this technique in grammar at a primary school This aim is specified into the following objectives:
1 To examine the current teaching and learning grammar at a primary school in Hanoi.
2 To determine the students’ attitudes in learning grammar through storytelling.
To achieve the aims and objectives stated above, the following research questions were addressed:
Question 1: How is grammar taught at a primary school in Hanoi?
Question 2: What are the students’ attitudes towards using storytelling in learning grammar?
LITERATURE REVIEW LH HH, 10
Grammar teaching to young learners . 5+5 + +ssesseessees 13 2.1.4 The role of Grammar in teaching young learners - ô
The best techniques to teach L2 grammar are brought up in the study of second language acquisition because "language is grammatical in the sense that the meaning of a message is not entirely determined by any combination of the meanings of its constituents" (Slobin, 1973) The grammatical forms may be taught to students inductively or deductively With the help of oral and written exercises that include examples, inductive grammar instruction aims to help students generalize grammar rules The professors’ explanations of grammar patterns are called the deductive method Since students do not have to study samples and derive regulations, this method may reduce the instructional time needed However, because classes get tiresome, the technical explanation of grammar rules and structures could be boring. Krashen (1981) argues that both approaches are related to languages learning and not to language acquisition This is because learners analyze the
13 structures of the sentences and learn the rules consciously.
For their pupils to learn effectively, hands-on teaching strategies must be developed by FL instructors According to Piaget (1963), infants develop cognitively and emotionally in four stages: ằ Sensory-motor intelligence (ages 0 to 2 years) e Preoperational thought (ages 2 to 7 years) e Concrete operations (ages 7 to 11 years) ¢ Formal operations (ages 12 to 18 years) (age 11 to 15 years or older)
According to the ages of the sample, the stage of concrete operations is essential in this study Children start to learn how to apply logical fixes to real-world issues currently, as well as how to comprehend new concepts and ideas With little emphasis on grammar, children develop into social beings who communicate information using the language This is because learners consciously analyze the sentences’ structures and learn the rules.
Scott and Ytreberg (1990) recommend teaching grammar to young learners (eight to ten years old) These authors consider at these ages’ children
“ask questions all the time, rely on spoken word as well as the physical world to convey and understand the meaning, are able to work with others and learn from others, understand abstracts, understand symbols, generalize, and systematize.” Teachers cannot rely on spoken words only They must include movement and the senses in their classes, permitting the students to experiment with different words and sounds Scott and Ytreberg (1990) think that “very few pupils are able to cope with grammar as such.” The grammatical (syntactical) structures and rules need to be presented through activities they find enjoyable The classes should include minimum grammar explanations They advise doing explicit grammar instruction when students express questions The descriptions must be as straightforward as possible, though These recommendations force educators to consider the best methods
14 for introducing grammar to students According to Cameron (2001), who taught in the UK, there are some instances where teaching a foreign language in primary schools had a negative effect She said that planners (teachers) did not consider secondary school events Different students entered secondary education, and language teachers had to deal with mixed-ability courses (beginners and advanced learners in the same language groups) According to this author, the social, cultural, and political aspects surrounding early foreign language instruction are complicated and impact classroom teaching and learning.
2.1.4 The role of Grammar in teaching young learners
Young students have an amazing ability to absorb new languages They will learn a lot of speeches by playing games and doing things that they enjoy. Their ability to learn a foreign language is not contingent on their understanding of grammar According to Pinter (2006), children can use grammatical structures very well, they can speak language clearly, but they cannot say why they use forms At the age of ten or eleven, some children will deal with basic grammar Teachers should, of course, be familiar with grammar and structures Young students are great at absorbing new languages. They will learn a lot of speeches by playing games and doing things that they enjoy Their desire to learn a foreign language is not dependent on their knowledge of grammar and structures that they want their children to know. However, they should only teach the minimum of grammar because learning grammar will allow them to speak in orderly sentence structures and thus be understood If our students acquire appropriate speaking habits during their formative years, it is likely to contribute to their proficiency as effective communicators in the future.
If a teacher teaches grammar, it is essential to do it in context For children, it is necessary to have a lot of chances to use the new language in
15 their actual lives Children must thoroughly learn new structures and rules.They should feel confident in their ability to use what they have learned in daily situations (Phillips, 1993).
Method of teaching grammar oo cece cece eseeseeeseeseeeseeeeeseceeeeeeaeenees 16 2.1.6 The practice of grammar teaching s ô+ +++++eeesseeseees 17 2.1.7 Teaching grammar to 5'” — grade learners 2-2 2 s2 +52 19 2.2 Storytelling 011177 20 2.2.1 Definitions of storyfelẽing -cscss xxx ng ng re 20 2.2.2 Role of using storytelling to teach ứrammar -ôô=+<ss++s 21
There is a question “How do children learn grammar?” it is not easy to answer As per Schrivener (1994), the process of learning is characterized by its gradual and unorganized nature It is better to acknowledge that, because then you will not come out of class angry with yourself and saying things like
I taught it well, but they did not learn it There are two separate ways of teaching new grammatical structures The grammar can be covert or overt. There is a fundamental difference between teaching grammar through these two ways.
- Covert/inductive grammar - indirect grammar teaching, the teacher refrains from explicitly teaching grammar rules Instead, a text is presented to the children, introducing them to a new grammatical structure The children read the text and naturally discover the new structure without consciously focusing on it Their attention remains on the text itself Through working with the text, they engage in language practice, where the emphasis is not placed on grammar As they play with words and sentences, the new grammar is absorbed incidentally.
- Overt/deductive grammar - explanation of the new grammatical rules and structures to children The primary areas of emphasis for teachers of young learners often revolve around vocabulary and pronunciation, which are undoubtedly crucial aspects.
However, it is important not to neglect grammar in the classroom The development of all four skills (reading, writing, listening, and speaking) is essential for children, and both grammar and vocabulary play vital roles in
16 enabling them to achieve this At the other end of the grammar spectrum, a huge population of communicative language teachers oppose the explicit teaching of grammar They object to isolating grammar as a system within a system Consistent with Pinter's (2006) viewpoint, teaching grammar as an isolated activity can be uninteresting and lacking engagement Grammar should be learnt intuitively through context and should be inferred through meaning and task However, it is important to keep in mind that children are often not able to think in abstract terms and are still developing mental concepts This means they may not be able to analyze language through a grammatical perspective It is advisable to refrain from utilizing technical terms (such as passive verb, subject, object) and instead prioritize highlighting the practical role of grammar in facilitating effective communication.
The lesson plans of teachers should incorporate activities that utilize grammar to accomplish specific objectives For example, a teacher can ask children to describe a picture, which will involve using present progressive, e.g “The man is walking with his dog.” He can ask the children to guess what object is in a bag, which will require them to formulate questions Activities that integrate grammar and teach it indirectly tend to be more effective in motivating children compared to drills or explicit explanations.
Teacher should make sure all new grammar is taught before the activity. The focus of this, however, should be that the children understand the grammar's meaning Teacher can use Indonesia to make sure they understand. Keep in mind that children may learn easily but forget quickly Recycle new grammar frequently to help them remember.
2.1.6 The practice of grammar teaching
Regarding grammar teaching, many scholars like Celce-Mucia and Hilles (1988), Larsen-Freeman (1991), and Thornbury (2006) have reached a consensus that the teaching of grammar needs to address three dimensions:
Form, meaning, and use Form is the way a particular structure is formed. Mastering form means knowing the formation of words and the order of words in that structure Tis is undeniably important as it is essential for language learners to recognize and produce grammatically well-formed sentences (Thornbury, 2006) Meaning is what is expressed through a structure According to Thornbury (2006, p.4), “grammar is a process for making a speaker’s or a writer’s meaning clear when contextual information is lacking.” He suggested that since grammar is definitely a tool for making meaning, learners should pay attention to the Form and the meaning those forms convey Use or function is the reason why a particular form is selected in a particular context Several different forms can express one function, and one Form can express variety of functions In order to be successful in communication, learners should match Form and function well Therefore, teaching grammar out of context is not recommended.
There are different opinions on what stages of teaching grammar should include Celce-Muria (1988) suggested that a grammar lesson should follow four steps: presentation, focused practice, communicative practice, teacher feedback and correction Ur (1988) also came up with four stage that share the same two with Celce-Muria: presentation and practice He added an explanation step right after the presentation and test as the last stage Both scholars’ suggestions have their own values; however, this research adopts a more familiar model of teaching grammar: presentation — practice — production, which is also the model that teacher from A primary school follow when teaching grammar to 5" grades.
Presentation is the stage where grammar structures are introduced, either deductively or inductively A good presentation, according to Leech et al (1982, p.81), “should include both oral and written forms, and both form and meaning It is important for learners to have plenty of contextualized
18 examples of the structure and to understand them” In other words, the presentation stage creates a context to help learners comprehend the meaning and use, explains the Form to help them remember, and finally, checks student’s understanding A wide variety of techniques can be employed to present new grammatical items to learners; using stories, dialogues, and audio/ visual aids As suggested by Shin and Candral (2014), stories are most beneficial to young learners as they introduce new cultures, offer an entertaining way of learning, and help students develop critical thinking skills. Thornbury (2006) commented that introducing grammar in meaningful contexts will facilitate students’ understanding since they easily grasp the meaning and function Situations can be authentic or create by teachers, as long as they are meaningful and can present new grammar well Pictures, photographs, flashcards, realia, recordings, videos, and songs are also absolutely helpful in presenting grammar They also help engage students, boots class atmosphere while maintaining the lesson’s effectiveness.
2.1.7 Teaching grammar to 5“ — grade learners
Shin and Crandall (2014) conducted a detailed examination of how children navigate the process of learning a new language Initially, they emphasized the necessity of providing young learners with an educational environment resembling their first language This is crucial as children exhibit heightened engagement and motivation to learn when they can establish a tangible link between the language and its practical application in the real world.
Secondly, the authors underscored the significance of exposing children to ample meaningful input and opportunities to practice the foreign language. They emphasized the teacher’s role in delivering substantial and comprehensible input, facilitating a learning environment rich in meaningful exposure and practical language use Importantly, the authors stressed that
19 explicit grammatical explanations do not effectively contribute to children’s language acquisition Instead, they highlighted the implicit understanding of grammar through repeated exposure and varied contexts as a more effective approach.
Furthermore, scholars widely concur that grammar plays a crucial role in children’s language learning, challenging the notion that explicit instruction is ineffective The nativist perspective, as revived by Chomsky (cited in Brewster & Ellis, 2010), posits that children possess an innate language acquisition mechanism This perspective asserts that children can adeptly use grammatical structures even without the ability to articulate the rules explicitly (Pinter, 2006) Cameron (2001) shared a similar viewpoint, emphasizing the integral role of grammar in children’s foreign language acquisition She contended that grammar is intricately linked to the meaning and usage of language and is interconnected with vocabulary Effective learning, according to Cameron, involves creating opportunities for grammar learning within the classroom context rather than direct instruction.
Modern educational theorists and researchers have distilled a wide range of comparable yet slightly divergent conclusions regarding what fundamental components make up a definition of storytelling.
The benefits of storytelling in language education
The use of storytelling as an educational tool in language education offers numerous benefits for learners When applied to grammar instruction specifically, storytelling can enhance students' engagement, comprehension, and retention of grammatical structures Some key benefits include: e Contextualized Learning: Storytelling provides a meaningful and authentic context for language learning Grammar rules and structures are embedded within narratives, allowing students to encounter them in a natural and purposeful way This contextualized learning promotes deeper understanding and facilitates the transfer of knowledge to real-life language use.
22 e Increased Motivation and Engagement: Stories capture students' imagination and create an emotional connection, making the learning experience more enjoyable and motivating The use of characters, plots, and suspense in storytelling engages students and maintains their interest throughout the grammar lesson This heightened engagement can lead to improved learning outcomes and a positive attitude towards grammar. e Enhanced Comprehension and Retention: Stories provide a rich context for language comprehension By presenting grammar structures in a narrative format, learners can better understand their meaning, usage, and relevance The narrative structure of stories aids memory retention, as learners can connect grammatical rules to specific story events or characters, making the information more memorable. e Language Acquisition: Storytelling supports language acquisition by providing exposure to authentic language use Learners encounter grammar structures in meaningful contexts and observe how they function in sentences and conversations Through exposure to the target language in storytelling, learners can internalize grammatical patterns and develop a subconscious understanding of grammar rules. e Development of Language Skills: Storytelling integrates various language skills, including listening, speaking, reading, and writing Students actively engage in listening to the story, retelling, or summarizing the plot, discussing characters and events, and even creating their own stories This holistic approach to language learning allows for the integration and practice of multiple language skills simultaneously. e Cultural Awareness and Appreciation: Stories often reflect cultural values, traditions, and perspectives By incorporating culturally relevant
23 stories, learners gain insights into different cultures and develop intercultural competence This exposure to diverse narratives fosters empathy, respect, and appreciation for cultural diversity Creativity and Critical Thinking: Storytelling encourages students to think creatively and critically They analyze story elements, make predictions, infer meaning, and reflect on the outcomes Storytelling also provides opportunities for students to express their ideas, opinions, and interpretations, fostering their creativity and higher- order thinking skills.
By harnessing the benefits of storytelling, grammar instruction can be transformed into a dynamic and engaging learning experience These advantages contribute to improved grammar learning outcomes and support the overall language development of learners.
Storytelling techn1QU€S - - - x31 HH key 24 2.2.5 Criteria for selecting stOrybOOKS . c cv ni 26 2.2.6 Characteristics of primary stfUd€IIS - + + ++s*++ssseeesseessees 27 2.2.7 Students’ affIfU€ - óc TH TH nu ng nu ng ng 29 2.3 Previous studies in the world and Viefnam - ô+ sô++sx++sx++ 29
To instruct and advance the learning process, teachers are essential They owe it to the students to convey their knowledge and skills, assist in pupils’ intellectual growth, and educate them on how to take in information, analyze it, and broaden their knowledge and abilities Teachers should get ready before telling stories to students Before narrating a story, teachers should become familiar with the books and artwork by deciding which drawings or aspects to focus on To boost their confidence, teachers should pay special attention to the audio version of the story Ellis & Brewster (2002) stated that teachers should read a narrative aloud to their student’s multiple times once they are confident and able to narrate it well enough.
Moreover, to get these targets, it is significant to have techniques in teaching grammar through storytelling Zaro and Salaberry (1995:5) suggested some of these techniques: i Firstly, teachers should notice that storytelling can provoke curiosity
24 because it evokes students’ imagination and interest in language skills. ii Secondly, when presenting storytelling, the teacher should allow learners to experience the target language and encourage cooperation.
11 Next, teachers can use the mother tongue, voice, facial expressions, and hand motions to emphasize the story, if necessary Ellis and Brewster (2002) also believe that teachers create an atmosphere for storytelling in that children can see the teacher’s face and the illustrations Teachers use gestures, mime, facial expressions, and varied pace and tone to convey meaning and keep students’ attention Richard-Amato (2003) adds that stories may be meaningless if told without expression, feeling, or physical involvement on the part of the student Finally Storytelling should be relaxed, funny, and informal.
Additionally, Brewster, Ellis, and Giard (2010) propose a set of techniques for incorporating storytelling effectively within the classroom setting: a Teachers should start with a brief lesson with specific prerequisites if the students have no prior experience with storytelling. b To give kids time to ponder, ask questions, match what they hear to what they see in the visuals, and recognize sounds and words, teachers should speak slowly and clearly when telling stories. c Teachers could comment on the artwork and highlight key points to help their students concentrate. d Asking pupils to repeat some of the story's major vocabulary words and phrases might help teachers motivate their students to participate in narrating the tale. e Teachers should use gestures Students are encouraged to tell stories using mine, facial expressions, vocal projection, and sometimes pausing to
25 show meaning. f During the storytelling process, teachers are encouraged to pose questions to students to foster active participation and engagement between the learners and the narrative. g By repeating the story, teachers create opportunities for students to expose to language and have chances to work out the meaning and have it remembered (Brewsteer et al 2004:21).
In conclusion, the teacher will play a vital role as a storyteller with a natural and attractive voice The teacher expresses the story in simple ways with great facial expressions to get the student's attention.
To teach English grammar through storytelling, criteria for choosing storybooks need to be highly appropriate According to Changer and Harrison (1992), the following criteria for choosing textbooks are noticed:
First, the level of language such as the vocabulary, structures and functions should be suitable for students’ ability In relation to my curriculum, this quote highlights the significance of selecting appropriate instructional materials in line with the students' language proficiency and abilities In the context of my curriculum, the quote suggests that when choosing textbooks or instructional materials, it is crucial to consider the language level of the students This means ensuring that vocabulary, grammatical structures, and language functions presented in the chosen textbooks are suitable and accessible to the students’ current abilities By doing so, the selected materials can effectively support the learning objectives and progression outlined in my curriculum The quote underlines the importance of aligning the instructional materials with the specific language needs and abilities of the students It emphasizes the need to avoid using materials that are too advanced or too
26 simplistic, as they may hinder or limit the students’ language development, Instead, the materials should provide a suitable level of challenge and engagement, enabling students to build upon their existing language skills and gradually progress towards more advanced language proficiency.
Secondly, storybooks should contain features which students can imitate such as rhyme, onomatopoeia, rhythm, or intonation to improve their pronunciation.
Thirdly, the story can lead students to predict what is coming next in the story Storybooks should arouse curiosity and make students want to find out more about the target language, culture, and language learning.
Finally, the storybooks should also enable students to respond positively to the storyline, develop positive attitudes towards the target language, culture, and language learning Storybooks should give information concerning life in the target culture.
Based on the above criteria, teachers should not only be aware of students’ language level, repetition, and language features, but they also must choose storybooks which can motivate and develop students’ memory skills and arouse curiosity.
Students each have unique traits that influence learning Teachers must be aware of student characteristics to select the best teaching strategies for young learners.
Students in primary school are considered young learners for this study. According to Piaget's theory of cognitive development, children begin to develop their logical and operational thinking between 6 and 12 Young learners typically exhibit "enthusiasm for learning and interest in their surroundings" (Harmer, 2007:82) As a result, children's world is rich in
Harmer agreed that youngsters learn best by watching others (Harmer, 2007: 82-83) Thus, the stories' valuable lessons and behaviors aid kids' memory retention However, kids are easily bored and only pay attention for brief periods According to the study, it is "not surprising" that a child's attention span lengthens as they age Children struggle to focus on one item for an extended time (Brumfit, Moon, and Tongua, 1991:7).
Children are sensitive and do not like to be criticized They want direction and assistance Because of this, they appear to respond well to compliments, and it is crucial to thank them for their accomplishments It makes sense that youngsters are driven and feel accomplished when they receive praise (Scott and Ytreberg, 1990:3) Children who get encouraging words will be more enthusiastic and motivated Harmer praises the educators who try to comprehend "How their kids think and operate" (Harmer, 2007:83). According to Scott and Ytreberg (1990), the lists below illustrate the general features and linguistic growth of early learners.
- They can tell the difference between fact and fiction.
- Their basic concepts are formed They have decided views of the world.
- They ask questions all the time They rely on spoken words as well as the physical world to convey and understand meaning.
- They can make some decisions about their own learning.
- They have definite views about what they like and do not like doing.
- They have a developed sense of fairness about what happens in the classroom and begin to question the teachers’ decisions.
- They can work with others and learn from others.
In conclusion, children learn best when they engage with real-world material or do so in an environment that inspires positive behavior They love
28 engaging in activities that pique their curiosity rather than receiving instruction in an authoritarian manner The teachers will more effectively accomplish the instructional objectives if they are aware of the characteristics of the young learners The earlier theory suggests using storytelling as a valuable tool for teaching and learning a foreign language.
METHODOLOGY ng ng ngư, 33 3.1 Context of the Study - Ăn HH TH HH ng 33 3.1.1 Setting Of the StU s1 ng HH HH ng tưy 33 3.1.2 P4TLICIDAATIES .G- Án TH TH HH TH Hư 36 Sun
Research approach .- ôsu nh tt 37 3.2.2 Research prOC€dUT€S - 6 +3 19 1S SH ngư 37 3.3 Data collection 1nStTUIT€TIES - 5 (1+ 11211 11911 1 11 vn ngư 44 3.3.1 Survey QUESTIOMMAITES -G 5 S1 1S TH HH ngư 44 3.3.2 ÍTI[CTVICW TH TH ve 47 4.3.3 ODS€TVAEIOTN .- SG HH HH nvrry 47 B.A SUMMALY 00
The primary method employed in this study was action research, which aimed to enhance teaching practices As stated by Cohen and Manion (2002), action research seeks to improve the existing educational environment through research Hence, the implementation of action research aligns with the objectives of this study, as it investigates the impact of utilizing storytelling as a technique for teaching grammar and its influence on students’ abilities Consequently, action research serves as the chosen approach for this study.
Concerning action research as activity research, Nunan (1992) argues that the seven steps in the action research cycle are:
Step 1: Initiation — A problem triggers the idea of action research.
Step 2: Preliminary investigation — Baseline data are collected to help understand the nature of the problem.
Step 3: Hypotheses — A hypothesis is formulated after reviewing the initial data.
Step 4: Intervention — A number of strategies are devised and applied.
Step 5: Evaluation — An assessment is carried out to evaluate the intervention Some steps may be replaced.
Step 6: Dissemination — A report of the research is published Ideas emerged from the research are shared.
Step 7: Follow-up: Alternative solutions for the problem are continually investigated.
A total of 41 students participated in the research, which employed the action research methodology following the cycle proposed by Nunan (1992). This research cycle encompasses seven distinct phases, namely
37 initiation/problem identification, preliminary investigation, hypothesis formulation, intervention, evaluation, dissemination, and follow-up.
In this phase, the researcher identifies an issue or problem related to the teaching of grammar at the primary school level in Hanoi This could be based on interview, questionnaires, or previous experiences The researcher formulates research questions and establishes the goals and objectives of the study Grammar involves understanding abstract concepts such as verb tenses, sentence structures, parts of speech, and grammar rules While teaching grammar lessons to young students, the researcher found that students may struggle to comprehend these concepts, as they require thinking beyond concrete objects and experiences Moreover, primary students whose first language (L1) has different grammar structures or rules from the target language faced challenges in transferring their L1 knowledge to the second language They struggled with identifying and applying the correct grammar rules in the target language context Especially, grammar learning can be perceived as tedious or abstract by some students Traditional grammar instruction methods that focus on rote memorization and repetitive exercises do not effectively engage students Even the grammar lessons are too difficult for the teacher to attract students because the inputs are not curious and mysterious enough Furthermore, some students experience anxiety or fear of making grammar mistakes, leading to self-consciousness and reluctance to actively participate in language activities Therefore, students’ grammar proficiency was limited Day by day, students had low motivation to learn grammar.
In the preliminary investigation phase, the researcher conducts a
38 thorough review of relevant literature on grammar teaching, storytelling, and language learning in primary education This literature review helps to establish a theoretical framework for the study, identify gaps in existing knowledge, and develop research hypotheses.
From teaching experience, to identify the actual grammar ability of the
41 chosen younger students at A primary school, the researcher conducted a pre-intervention questionnaire The students joined in the questionnaire in which they had to understand the grammar activities that they were participated in class The results of the pre-intervention questionnaire showed the student’s motivation needed to be changed.
The researcher's motivation to explore strategies for improving grammar knowledge among students stemmed from their observation of limited grammar proficiency, potentially caused by a lack of motivation and appropriate grammar learning strategies To address this issue, the researcher delved into relevant literature on teaching grammar and sought ways to enhance motivation among primary students During this literature review, the researcher encountered the concept of employing storytelling as a strategy for teaching grammar This discovery led to the hypothesis that implementing storytelling could potentially improve the students' grammar proficiency and overall learning outcomes.
The intervention phase involves implementing the storytelling approach in the primary school classroom The researcher designs and delivers grammar lessons using storytelling techniques, such as using narratives, dialogues, or interactive activities The intervention should be carefully
39 planned, considering the needs and characteristics of the students The course of learning grammar through storytelling was applied in 3 weeks All the course procedures are shown below:
In the first week, the researcher carried out storytelling activity in presentation stage (see Appendix 4) From the story, students can understand the form, the meaning and infer the use of the present perfect tense.
Students listened to or read the story, found grammatical structure in the story The story was introduced inductively exposing learners to form and meaning form which learners could refer the rule of the grammar point.
Story: Little Red Riding Hood
Little Red Ridding Hood live in a wood with her mother. One day Little Red Ridding Hood went to visit her granny She had a nice cake in her basket On her way Little Red Ridding Hood met a wolf “Hello!” said the wolf “Where are you going?” “I’m going to see my grandmother She lives in a house behind those trees.” The wolf ran to Granny’s house and ate Granny up He got into Granny’s bed A little later, Little Red
Riding Hood reached the house She looked at the wolf.
“Granny, what big eyes you have!” “All the better to see you with!” said the wolf.
“Granny, what big ears you have!” All better to hear you with said the wolf.
“Granny, what a big nose you have!” “All the better to smell
I?? you with,” said the wolf.
“Granny, what big teeth you have!” “All the better to eat you with!” shouted the wolf.
A woodcutter was in the wood He heard a loud scream and ran to the hose The woodcutter hit the wolf over the head The wolf opened his mouth wide and shouted and Granny jumped out. The wolf run away, and Little Red Ridding Hood never saw the
This week, students had another period on the simple past tense, the researcher carried out storytelling activity in practice stage (see Appendix 5) after presentation stage Students practiced using past simple structures to create the story based on pictures Normally, the practice stage often lasts from ten to twelve minutes.
In the third week, the researcher carried out storytelling activity in production stage (see Appendix 7) When learners have completely mastered the form and have learnt how to produce it without mistakes in controlled exercise, they can move on to the production phase In the phase, they use the newly learnt language structure to produce a story.
In the fourth week, the researcher carried out storytelling activity in three stages (presentation — practice — production) (see Appendix 8) From the story, students can understand the form and use the relative clause with the pronoun “who”.
Students listened to or read the story, found grammatical structure in the story The story was introduced inductively exposing learners to form and meaning form which learners could refer the rule of the grammar point.
In the quaint village of Eldridge, nestled between rolling hills and lush greenery, there lived an old man named Mr.Henderson who was known for his mysterious past Every evening, the locals would gather at the village square to listen to his captivating stories about bygone era.
DATA ANALYSIS AND FINDINGS 49 4.1 Data annaÌyS1S - - Ghi 49 4.1.1 Analysis of pre-intervention questIO'TAITG - ô- -s ô<< ++sx+++ 49 4.1.2 Post-Intervention Questionnaire << << 5s ss++++<+*<<ssssexess 54 4.1.3 Results from ITL€TVIW .- -.c- <1 TH HH Hư 57 4.1.4 Results from Observation - 5 cv ng ng ngư 58
By providing a comprehensive review of the methodology part, this chapter will focus on the implementation of storytelling-based grammar instruction, analysis data collection, and the analysis of the research findings. 4.1 Data analysis
4.1.1 Analysis of pre-intervention questionnaire
To find out some current situations in teaching English grammar in class 5B4 at A primary school, the researcher used pre-intervention questionnaire and found out some following results.
Table 4.1 Students’ opinions about learning grammar
As seen from the table, the student’s profile plays a key role in teaching grammar to class 5B4 at A primary school The total number of the students chosen in the studying was 41 of which 25 were female and 16 were male. The majority were aged 10.
Most of students had learnt English for over 5 years (90.2%) and 9.8% had spent from 3-5 years studying this language Students were taught grammar in traditional ways and had no opportunities to practice communicating English Therefore, it was hard for them to be acquainted with the approach of learning grammar through oral activities Although they have had about 5 years of learning English, their English proficiency has been at
49 medium level Most of them cannot do grammar exercises well and have difficulties in mastering four skills, especially communicative ability.
When asked about the position of grammar, it can be seen from the table that, despite some differences, all students in class 5B4 — A primary school were aware of the importance of grammar learning It is because their final tests were often in written form and focusing mostly on grammar. Remarkably, 75.6% and 17.1% suppose that learning grammar is especially important and important, respectively Only 7.3% have a neutral idea about the importance of grammar learning.
With the reasons for learning English grammar, information obtained from the survey reveals that largest proportion of participants find the learning grammar is compulsory subject (51.2%) and learning grammar help to pass the final exams (41.5%) Students mostly study grammar and were tested on it in examinations However, there were only some students who chose to learn grammar to communicate better (12.2%) For a long time, grammar was taught in the traditional way with the sole purpose of getting good marks in the exams This was a passive method of teaching and learning; students cannot develop rapid reactions to use when communicating.
Table 4.2 How students learn English grammar structures
The fourth question is intended to find out how students learn grammar structures Students usually learn grammar structures by using the given formula (56.1%) and by imitating the teacher’s examples (41.5%) Only 7.3% of students learnt grammar structures by analyzing the given sentences or texts During the lesson, the teachers focused on transmitting the new knowledge through its procedure Teachers often spent too much time explaining the new grammatical items — the teacher talked all the time, which made students become passive Lastly, teachers did not often used these activities in the lesson so that the students had little chance to express their ideas in English As a result, the student just worked as passive listeners and writers in English grammar classes.
When asked about what students do in a grammar lesson, 61% of students asked said that they spent most of the time listening to the teacher explaining new grammar structures It also can be seen from table 3.2 that
53.7% of the students do the exercises in textbooks or handouts given by teachers, and then teacher and students checked the answer together.
Moreover, 12.2% of the students partaken said that they had time to practice communicating in pair or group with friends These findings are disappointing since they revealed that students were highly likely taught in traditional method rather than communicative method, the communicative practice duration in class seem not be enough for them.
With student’s frequency of learning grammar through the communicative activities, the table shows that 46.3% of the students thought that they sometimes had chances to learn grammar through communicative activities Few students always or usually joined communicative activities 22% of the students claimed that they did not have much chance to take part in these activities However, there remains 4.9% of the students who have never been in communicative activities They complain that sometimes they had no chance to join these activities because of the large-size classes Additionally,
51 some of them often feel shy or not confident to take part in these activities.
The seventh question intended to find out the activity’s students have participated in grammar lesson To specify, Discussion and Presentation were most agreed with by 51.2% and 43.9% of the students The third most frequent activity went to Role play, with 14.6% students’ selection, whereas
Storytelling was the least activities mentioned in the questionnaire with only 7.3% students However, 12.2% of students stated that there was no activity for students to freely participate in the grammar lesson The questionnaire shows that activities were not paid much attention to in the lessons Teachers normally stopped after the mechanical practice phase, even the meaningful practice phase in grammar lessons might be disregarded.
Many students fail to use learnt structures in student’s real-life communication, 51.2% of students answered that they cannot remember these structures in real life communication The problem is that they learn English just to pass regular tests or examinations, while they cannot use English in reality Especially, many students got high scores from exams and tests, but they can only write grammatical sentences, while they are awfully bad at listening and communicating.
Figure 4.1 Marks students got on grammar sections.
In English test, grammar section often occupies 4/10 points Only 2.4% were confident to claim that they were successful always marks 3-4 And 14.7% of students admitted that they sometimes made a mistake, and the test results cannot be particularly good For most of the students had the grammar tests with 1-2 marks 56.1% of the students did not have either extremely good or extremely bad results no matter whether the test was grammatical or other.
However, there were some students often got bad marks, they did not feel confident in English and admitted bad results with 0-1 marks.
Table 4.3 They way students like to study grammar rules.
The teacher writes the 3 7.3% rules on the board and explain it, followed by practice.
The teacher does not 5 12.2% explain but provides students the theory of grammar, students study it first and then practice later.
The teacher does not talk 18 43.0% about the rules, but students are exposed to stories where the new grammar appears and find out how the new grammar structure works
The teacher lets students 15 36.6% find out the rules in dialogues or in conversations but when it is difficult for students to find, the teacher explains it.
In grammar, there are two ways of teaching The first so the deductive
53 approach where the students are to find the rules themselves 43.9% of the students would like to expose to stories where the new grammar appears and find out how the new grammar structure works as well as 36.6% of the students want the teacher to let them find out the rules in dialogues or in conversations but when it is difficult for students to find, the teacher explains it However, 12.2% of students would like the teacher does not to explain but provided students the theory of grammar, students study it first and then practice later In addition, the smallest percentage (7.3%) of students prefer the teacher to write the rules on the board and explain them, followed by practice (Inductive approach) An inductive approach frustrates students who, by dint of their personal learning style or their past learning experience, would prefer simply to be told the rule.
The questionnaire after conducting action plan for 41 students in class 5B4 contained 10 items about students’ attitudes toward the effect of using storytelling activities to teach grammar in class at A primary school.
Table 4.4 Students’ evaluation on learning grammar with storytelling
No Statements Strongly | Agree | Neutral | Disagree | Strongly agree disagree
1 | Learning and | 21.3% 61.3% | 14.7% | 2.7% 0% practicing grammar through _ storytelling are very interesting
2 |I could learn | 20% 56.7% | 21.3% | 2% 0% grammar more creatively with storytelling
3 | I feel more confident | 26% 56% | 14.7% | 3.3% 0% after joining storytelling activity.
4 |1 have higher | 29.3% 44.7% | 16.7% |9.3% 0% motivation to learn
No Statements Strongly | Agree | Neutral | Disagree | Strongly agree disagree grammar.
5 |It is easier to} 26.7% 34% | 33.3% | 65 0% understand and remember grammar structures.
6 |I have more chance | 26.7% 36.7% | 33.3% | 3.3% 0% to practice grammar through storytelling.
7 |I have more ideas to | 26.9% 56.1% | 9.7% 7.3% 0% discuss with my friends.
8 |I can use correct | 19.5% 53.7% | 17.1% | 9.7% 0% grammar in different communication skills.
9 |I believe that I will | 14.6% 41.5% | 24.4% | 19.5% 0% be able to apply what
I learned in lesson in real life communication.
1I0|I would like to | 31.7% 39% | 195% | 9.8% 0% participate in future storytelling activities or other leaning experiences.