The effect of storytelling on efl grade 5 students oral performance at an minh primary school in kien giang province (tt)

ABSTRACT Storytelling has been an English teaching method which was studied by a number of researchers This current paper analyzed the effect of storytelling on EFL grade students’ oral performance in the English language Its implementation took place at An Minh Primary school in Kien Giang Province The objective of this study was to measure the students’ oral performance through the storytelling method This study used experimental study methods with a sample which was divided into an experimental group (EG) and a control group (CG) The EG was taught by using the storytelling technique, while the CG was taught by using a conventional technique for teaching speaking In collecting the data, tests and a questionnaire were used The results showed that the oral performance of the EG students, taught with the storytelling technique, improved much more and were significantly better than the improvement in the oral performance of the CG students taught by using the conventional technique Moreover, the qualitative information helped us to understand that the participants have positive emotional, behavioral, and cognitive attitudes toward storytelling iii TABLE OF CONTENTS Statement of authorship i Acknowledgements ii Abstract .iii Table of contents .iv List of abbreviations viii List of tables ix List of figures xii CHAPTER ONE: INTRODUCTION………………………….……… …………… 1.1 Rationale ……………………………… …………………….……… … ……… 1.2 Statement of the problem …………………….…….…………….……… …… ….4 1.3 Research aims …………………………………………… …….…… ……… … 1.4 Research questions………………………………………….………………… …… 1.5 Research hypothesis…………………………………………………………… … 1.6 Significance of the research……………………………………………………….… 1.7 Scope of the study………………………………………………………….………… 1.8 Organization of the research………………… ………………… ……………… .6 iv CHAPTER TWO: LITERATURE REVIEW………… ………….………… …… 2.1 Speaking………………… ……………………………………………………….… 2.2 Teaching speaking……………… ………………………………………… ……… 2.3 Young Language Learners…………………………………………………….….… 10 2.4 Characteristics of Young Learners…….………………………………………… …10 2.5 Teaching speaking to Young Learners and its related problems……………… … 12 2.6 Story and storytelling…………………………………………………… ………….13 2.7 Storytelling: characteristics and purpose……………………………… …… …….15 2.8 Storytelling: Types and steps………………………………………………… …… 17 2.9 Empirical research on teaching English to YLLs through storytelling………… 18 CHAPTER THREE: RESEARCH METHODOLOGY…………………………… 23 3.1 Research design……………………………………………………………… …… 23 3.2 Research site……………………………………………………………… …… 24 3.3 Participants…………………………………………………………………… ……24 3.4 Research instruments…………………………………………………………… … 25 3.4.1 Test design…………………………………………………………… ………… 25 3.4.1.1 Pretest …………… …………………………………………… … … 25 3.4.1.2 Posttest……………………………………………………………….…… … 25 3.4.1.3 Test administration and scoring method………………………….….….…….….26 v 3.4.2 Questionnaire, piloting and reliability………………………………….….….……26 3.5 Materials and treatment procedure… …………………………………………… 28 3.5.1 Materials………………………………………………… ……………………… 28 3.5.2 Treatment procedure………………………………………….…………… …… 29 3.6 Data collection………….……………………………………….……….…… 30 3.7 Data analysis……………………………………………………… ……………… 31 CHAPTER FOUR: FINDINGS AND DISCUSSION………………………… …….32 4.1 Findings………………………………………………………………….……… ….32 4.1.1 Testing the effect of storytelling on grade students’ oral performance………… 32 4.1.1.1 Participant analysis…………………………………………………………… 32 4.1.1.2 Normality test……………………………………………………………… … 33 4.1.1.3 Pretest results of the Control group and Experimental group……… ………….33 4.1.1.4 Posttest results of the Control group and Experimental group……… … 35 4.1.1.5 Pretest and posttest results of the Experimental group………………….…….…36 4.2 The EFL grade students’ attitudes toward storytelling………….…………….… 37 4.2.1 The behavioral aspect of attitude toward storytelling……………… …… 38 4.2.2 The cognitive aspect of attitude toward storytelling………………………… … 41 4.2.3 The emotional aspect of attitude toward storytelling……………………… …….42 4.3 Discussion……………………………………………………………………… … 45 vi 4.3.1 Research Question 1………………………………………………………… … 45 4.3.2 Research Question 2……………………………………………………… …… 46 CHAPTER FIVE: CONCLUSION, PEDAGOGICAL IMPLICATIONS AND RECOMMENDATIONS……………………………………………… ………… …50 5.1 Summary of key findings…………………………………………………… …… 50 5.1.1 Research Question 1: Students’ oral performance in pretest and posttest… … ….50 5.1.2 Research Question 2: The grade students’ attitudes toward storytelling…………51 5.2 Pedagogical Implications………………………………………………………… 52 5.2.1 To the English language teachers…………………………………… ……… … 52 5.2.2 To the administrators……………………………………………………… …… 53 5.3 Limitations………………………………………………………………… ……… 53 5.4 Suggestions for futher research………………………………………………… ….53 vii APPENDICES Appendix 1: Sample Lesson plan .64 Appendix 2: Pre-test 68 Appendix 3: Post-test 69 Appendix 4: Rubrics 70 Appendix 5A: Questionnaire (English version) 72 Appendix 5B: Questionnaire (Vietnamese version) 74 Appendix 6: Pre-test and Post-test Scores of both Control group and Experimental group 76 viii LIST OF ABBREVIATIONS ASEAN Association of Southeast Asian Nations AMPS An Minh Primary School BCEA Behavioral, Cognitive, Emotional Attitude CAR Classroom Action Research CG Control Group CCI Contextualized Comprehensible Input CLT Communicative Language Teaching EG Experimental Group EFL English as a Foreign Language L1 first language L2 second language M Mean MOET Ministry of Education and Training NFL The National Foreign Languages ix OPT Oxford Placement Test RQ Research Question SD Standard Deviation Sig Significance SPSS Statistic Package for the Social Science STT Storytelling Technique TBLT Task-Based Language Teaching TPRS Total Physical Response Storytelling WTO World Trade Organization YLs Young Learners YLLs Young Language Learners x LIST OF TABLES Table 1: Reliability Analysis (Cronbach’s Alpha)…………………………… … ……27 Table Treatment procedure……………………………………………………… … 29 Table 3: Tests of Normality……………………………………………………… …….33 Table Descriptive statistics of the two groups on the speaking pretest………….…….34 Table Mann-Whitney test of the mean scores of CG and EG on the pretest…… ….35 Table Descriptive statistics of the two groups on the speaking posttest…….… … 35 Table Mann-Whitney test of the mean scores of CG and EG on the posttest….… .36 Table Wilcoxon Test for the Experimental Group before and after the treatment…….37 Table Respondents’ positive & negative behavioral attitudes toward storytelling… 39 Table 10 Respondents’ positive & negative cognitive attitudes toward storytelling… 42 Table 11 Respondents’ positive & negative emotional attitudes toward storytelling …43 xi LIST OF FIGURES Figure1 A pretest – posttest non-randomized control-group design………… ……… 24 xii CHAPTER ONE: INTRODUCTION This chapter, the Introduction, presents the sections including the rationale, the statement of the problem, the research aims, the research questions, the research hypothesis, the significance of the research, the scope of the study and the organization of the research Each section will be described in details 1.1 RATIONALE In this contemporary world, where mobility for a variety of purposes, people the world over are inclined to using an international language to meet their own objectives in life and at work It is English which is now used widely in a great many countries for education, business, science and technology, culture, politics and diplomacy Vietnam is not an exception when it is now a full member of ASEAN, WTO, and is going to join other international trade organizations Therefore, teaching and learning English effectively presents teachers, learners, educational administrators at different levels as well as other stakeholders a number of challenges Vietnam has been facing with many changes in teaching and learning foreign languages in general, especially English in particular since the initiation of Doi Moi policy in 1986 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LIST OF ABBREVIATIONS ASEAN Association of Southeast Asian Nations AMPS An Minh Primary School BCEA Behavioral, Cognitive, Emotional Attitude CAR Classroom Action Research CG Control Group CCI Contextualized... test of the mean scores of CG and EG on the pretest…… …. 35 Table Descriptive statistics of the two groups on the speaking posttest…….… … 35 Table Mann-Whitney test of the mean scores of CG and... posttest non-randomized control-group design………… ……… 24 xii CHAPTER ONE: INTRODUCTION This chapter, the Introduction, presents the sections including the rationale, the statement of the problem, the