An investigation into the effects of applying the storytelling method in teaching vocabulary to beginners at a chau english center graduation thesis faculty of foreign languages

GRADUATION THESISAN INVESTIGATION INTO THE EFFECTS OF APPLYING THE STORYTELLING METHOD IN TEACHING VOCABULARY TO BEGINNERS AT A CHAU ENGLISH CENTER.. GRADUATION THESISAN INVESTIGATION IN

INTRODUCTION

Rationale of the study

This research thesis explores the impact of using storytelling as a method for teaching vocabulary to beginners at A Chau English Center The author is particularly drawn to this topic for several compelling reasons.

English is essential for success in today's globalized world, as it serves as the international language facilitating collaboration among nations like Vietnam Proficiency in English is crucial for securing good jobs and advancing in society Additionally, as access to modern technology increasingly relies on English, more individuals are learning it as a second language, with younger age groups starting their studies Ultimately, mastering English unlocks opportunities and broadens horizons.

Vocabulary is a crucial foundation for learning any language, including English While a listener may grasp the meaning of a grammatically incorrect sentence, a lack of vocabulary can lead to misunderstandings Strengthening a student's lexical resource is essential, as it directly impacts their ability to communicate effectively across speaking, reading, writing, and listening Without a robust vocabulary, language learners may feel lost and struggle to express their thoughts and emotions Additionally, a strong English vocabulary enables students to connect with individuals from different countries and access a wealth of knowledge from various sources such as textbooks, journals, magazines, blogs, radio, and television.

Teaching vocabulary is fundamentally rooted in the learning process, with various techniques employed in vocabulary classes Common methods include pairing words with images, akin to an image dictionary, as children often learn better through visuals than text Body language is another effective approach, particularly for teaching action verbs While singing songs is popular among preschool and kindergarten students, it may not facilitate meaningful learning, as children might not grasp the full meaning of the lyrics In contrast, storytelling in vocabulary instruction not only helps students learn new words but also broadens their social knowledge, fosters a supportive learning environment, enhances proficiency, and motivates learners Despite its potential, there has been limited research on the effects of storytelling in vocabulary teaching and its practical application in the classroom, prompting the writer to explore this method further.

Research objectives

This thesis has two primary objectives: first, to explore the impact of the storytelling method on vocabulary acquisition for English beginners, and second, to examine how teachers at A Chau English Center incorporate stories into their vocabulary lessons Despite many teachers being qualified to teach vocabulary to young learners, they often feel unsatisfied with their outcomes The author anticipates that this research will enhance teaching quality and enable both teachers and students to effectively utilize storytelling as a valuable technique in their educational processes.

Research questions

This study explored the impact of the storytelling method on vocabulary acquisition among beginners at A Chau English Center To achieve its objectives, the researcher focused on two key research questions.

1 What are the effects of storytelling in teaching vocabulary to beginners at A Chau English Center?

2 How can teachers apply the storytelling method effectively in the classroom?

Scope of the study

This thesis explores the definition and significance of vocabulary in English language learning, highlighting its crucial role It introduces storytelling as an effective method for teaching vocabulary and evaluates its impact on student engagement Additionally, the research outlines various stages and strategies for implementing storytelling in the classroom The findings aim to provide teachers with enjoyable and meaningful approaches to enhance vocabulary instruction for young learners.

LITERATURE REVIEW

Definition of key terms

When learning a language, especially English, the initial focus is often on reading, writing, and vocabulary acquisition Vocabulary is crucial for effective communication; lacking the right words can lead to misunderstandings For instance, in an English class discussing complex topics like nuclear weapons, students may struggle to express their thoughts without adequate vocabulary preparation Consequently, educators emphasize the importance of vocabulary development, yet many learners remain unclear about what vocabulary truly entails Various definitions of vocabulary exist, highlighting its significance in language learning.

Vocabulary refers to the set of words utilized within a specific language, as defined by the English Oxford Learners Dictionaries (2018) The Merriam-Webster Dictionary further describes vocabulary as the collection of words used by a particular organization, language, or group within a specific field of knowledge.

Vocabulary is essential for effective communication and understanding in language learning, as it encompasses a collection of words and phrases used by individuals or groups Ur (1996) describes vocabulary as a systematic arrangement of words, while Wright (1995) highlights it as a stock of words utilized by various professions or classes Similarly, Hatch and Brown (1995) define vocabulary as a set of words specific to a language, crucial for individual speakers Collectively, these definitions emphasize that vocabulary is a fundamental component necessary for mastering the four key skills in English: reading, speaking, listening, and writing.

Vocabulary encompasses more than just words; it includes their meanings and appropriate usage There are four key aspects to consider: First, understanding the meaning of a new word is essential Second, mastering pronunciation is crucial, ensuring correct stress on each syllable, which can be aided by using a dictionary or consulting a teacher Third, collocation refers to how words combine with others, as knowing a term like "risk" is ineffective without understanding its common pairings, such as "take a chance" or "risk-reward ratio." Finally, expressions consist of groups of words that naturally go together, enhancing language fluency.

The author fully supports the idea that merely recognizing a word is insufficient; without knowing its pronunciation, usage in a sentence, and appropriate context, it remains just a "word."

Another definition about vocabulary belongs to Pyles and Algeo (1997) They stated that

Vocabulary is the cornerstone of language, where words intertwine sound and meaning to facilitate communication Words are the building blocks for sentences, conversations, and various forms of discourse As Stahl (2005) highlighted, vocabulary knowledge encompasses more than just definitions; it also involves understanding how words relate to the world around us.

In summary, vocabulary encompasses more than mere words or phrases; it is the core of language, incorporating meaning, pronunciation, collocation, and speech Additionally, a rich vocabulary is essential for effective communication and for expressing the speaker's ideas clearly.

2.1.1.2 Importance of vocabulary in learning language

To effectively learn a language, students must first grasp its essential grammatical structures before focusing on the necessary vocabulary Vocabulary plays a crucial role in communication, as it allows individuals to express a wide range of ideas, while grammar alone does not convey meaning Numerous researchers have highlighted the significance of vocabulary in language acquisition.

Vocabulary is crucial for effective communication and language acquisition Schmitt (2000) emphasizes that "lexical knowledge is central to communicative competence and to the acquisition of a second language" (p.55) Nation (2001) highlights the complementary relationship between vocabulary awareness and language practice, where the ability to use vocabulary enhances language use and vice versa Additionally, Rivers & Nunan (1991) assert that "the acquisition of an adequate vocabulary is essential for successful second language use," as a limited vocabulary hinders the ability to communicate effectively.

Secondly, vocabulary leaves an important element in all language skills: listening, writing, speaking, and reading Nation (2001) stated that vocabulary play a vital role in language skills.

Research by Bahakati and Marwanto (2018) highlights that a lack of vocabulary can lead to confusion and difficulty for learners in expressing themselves across speaking, writing, reading, and listening, both in everyday conversations and academic contexts Additionally, studies by Laufer and Nation (1999), Maximo (2000), Read (2000), Gu (2003), Marion (2008), and Nation (2011) emphasize that vocabulary acquisition is essential for effective second language use and is crucial for the development of comprehensive spoken and written communication (as cited in Alqahtani, 2015).

Vocabulary is essential for effective language use and is fundamental to language skills As Wilkins (1972) noted, the ability to form grammatical sentences is of little value without the necessary vocabulary to express one's thoughts While grammar is important for communication, vocabulary is crucial, as it is impossible to convey meaning without it.

Effective vocabulary teaching requires attention to various aspects, as outlined by Nation (2001), which include spoken and written forms, word parts, associated concepts, grammatical usage, collocations, register, and frequency Nation (2005) further emphasizes six key principles: maintaining clarity in teaching, linking new vocabulary to prior knowledge, presenting terms both orally and in writing, focusing on partially understood words, highlighting high-frequency words for future attention, and avoiding similar but poorly defined terms Additionally, Graves (2006) suggests that successful vocabulary programs should provide rich language interactions, teach individual terms, promote word-learning strategies, and foster awareness in both readers and writers.

Furthermore, Ismail, Zaid, Mohamed and Rouyan (2017, pp.121-124) indicated ten principles of the teaching-learning vocabulary process that teachers as well as students must obey.

Principle 2: Focus on Different Aspects of Words

Principle 3: Progress from Less Demanding to More Demanding Vocabulary-related Activities

Principle 4: Limit Forced Semantic Elaboration during the Initial Stages of Learning New

Principle 5: Encourage Interest among Students during Learning Process

Principle 6: Accommodate Use of Contextual Cues

Principle 7: Expose Learners to the Use of Dictionary

Principle 8: Exercise Repetition by Introducing Words Frequently Inside the Module

Principle 9: Promote Deliberate Vocabulary Acquisition

Principle 10: Expose Learners with Exercises and Activities aside from Memorizing Words

Effective vocabulary teaching relies on several key principles Teachers often face challenges in determining the best starting point for vocabulary instruction By adhering to established principles of vocabulary teaching, educators can enhance their effectiveness in the classroom.

This chapter has concentrated on vocabulary teaching, highlighting the importance of vocabulary skills acquisition Academic researchers have proposed various techniques to enhance vocabulary learning, with storytelling being one of the recommended methods The next section will explore the effectiveness of storytelling in teaching vocabulary.

Storytelling encompasses various definitions, highlighting its role as a knowledge processing tool and a method for disseminating information (Skhela, 2010) It serves as a natural link between events and ideas, with visual storytelling utilizing images to convey narratives Taylor (2013) describes it as the verbal recounting of plausible events to listeners without written text Gere (2002) emphasizes the colorful use of language and gesture to create sequential scenes, while Kozlovich (2002) views it as a compelling way to share experiences and understand our world Serrat (2010) identifies storytelling as a means to transfer perceptions, beliefs, and life lessons, and Dujmović (2006) considers it an art form where stories are recounted from memory rather than read Collectively, these perspectives suggest that storytelling involves retelling literary texts with a sequence of events, incorporating voice and body language.

The writer strongly agree with a clear definition of McDrury and Alterio (2003),

Results of previous studies

2.2.1 The effects of the storytelling method in teaching vocabulary

Storytelling significantly enhances students' comprehension and engagement, as highlighted by Isbell, Sobol, Lindauer, and Lowrance (2004), who found that teachers using storytelling techniques—such as repetition, sounds, and gestures—improved students' understanding when they retold stories and discussed their elements Their research indicated that storytelling and story hearing positively influenced reading comprehension in children aged three to five, with those who listened to stories demonstrating better comprehension than those who read them (Moon and Maeng, 2012) Similarly, Trostle and Hicks (1998) discovered that children aged 7 to 11 who experienced stories through storytelling performed better on comprehension and vocabulary tests compared to those who heard stories read aloud, underscoring the effectiveness of storytelling in educational settings.

In 2006, it was found that students are driven to be independent, interactive, and relational when engaged in storytelling practices This approach not only enhances the classroom environment but also fosters socialization among students, helping them maintain a consistent learning experience (Ellis and Brewster, 1991).

Research indicates that storytelling significantly enhances memorization, as noted by Safdarian (2012) De la Fuenta (2002) found that learners engaged with stories develop a richer vocabulary compared to those who only receive display input Additionally, the structured plot of a story aids learners in recalling the context of phrases, as highlighted by Graesser and Ottati (1995) Mason's (2004) research further supports these findings.

A study involving 60 students revealed that the percentage of forgotten words is approximately 2.5 times lower when using storytelling compared to traditional list-learning methods Mello (2001) conducted a meta-analysis of eight studies, concluding that storytelling significantly enhances students' performance, particularly in vocabulary acquisition In summary, storytelling allows teachers to present words in context, facilitating long-term memory formation and enriching students' thinking, ultimately improving their speech.

The storytelling method significantly enhances students' concentration in the classroom A study by Myers (1990) found that children in grades two through five were more engaged and enjoyed storytelling more than story reading, as evidenced by their fidgeting and distraction during the latter Similarly, Rokhayani (2010) noted that students remain eager to listen to teachers share stories, demonstrating a desire to discover the story's conclusion, appreciate its situations, and engage with storybooks independently.

Storytelling is an effective technique for teaching new vocabulary, as it enhances vocabulary acquisition by allowing students to practice words in diverse contexts (Stachurska, 2013) A study by Farizawati (2016) on fifth-grade students at SDN 1 Peukan Pidie demonstrated the benefits of storytelling in vocabulary instruction The research involved an experimental class taught through storytelling and a control class using traditional memorization methods Data collected from pre-tests and post-tests indicated that the experimental class achieved a higher mean post-test score and a superior t-test result compared to the control class These results suggest that the Storytelling Technique is more effective than the Memorizing Words Technique for vocabulary learning.

Teachers at A Chau English Center believe that storytelling is an effective way to teach vocabulary, as it places words in context rather than simply listing them This approach enables students to use vocabulary appropriately in various communication situations Moreover, storytelling helps students concentrate on lessons, alleviates anxiety, and creates an enjoyable learning environment Additionally, this method promotes not only vocabulary retention but also encourages students to retell stories, thereby enhancing their speaking skills.

2.2.2 How to apply the storytelling method in the classroom

Storytelling in vocabulary classes offers numerous benefits for both teachers and students To maximize its effectiveness, educators can follow specific steps to implement this method successfully in their teaching practices.

According to the study of Xiaofei (2019, p.5-6) on vocabulary teaching using picture storytelling, which comprised three-100 minute lessons with three picture stories ‘Let’s go to night market,’

‘I’m a detective,’ and ‘Mike’s Saturday,’which adapted from two Grade 7 English textbooks,

New World 1 and Speak up 1 In his thesis, vocabulary teaching using three steps: pre –picture storytelling, while-picture storytelling, and post–picture storytelling.

In pre-picture storytelling, the researcher introduced core vocabulary through visual aids and provided engaging feedback, particularly in the context of sports, to facilitate students' familiarity with new terms.

In picture storytelling, the researcher engaged students by narrating stories through photographs To enhance understanding, the researcher utilized gestures, made comments, and posed questions to assess students' prior knowledge While sharing the story, students were encouraged to identify new vocabulary and relate the visual narrative to accompanying diagrams.

In post-picture storytelling, students engaged in vocabulary games to learn new words, role-playing the narrative through phrases and dialogues they encountered They connected the image story to their own personal experiences, enhancing their understanding and application of the narrative.

After conducting three 100-minute lessons, pre-test and post-test assessments were implemented to evaluate students' vocabulary knowledge, divided into two parts: Part A, which included 10 multiple-choice items to assess vocabulary size, and Part B, consisting of 20 items to evaluate vocabulary depth The results indicated that the standard deviations for vocabulary size in the pre-test and post-test were more evenly distributed Picture storytelling proved to be beneficial for both high-achieving and low-achieving students in understanding word sense However, for vocabulary depth, students were expected to grasp not only the language sense but also aspects such as expression, morphological form, syntactic actions, repeated collocates, and appropriate contextual usage in both the picture storytelling and post-picture storytelling segments of the class.

Additionally, Harmer (2001, p.35) explained the some steps for using storytelling technique as the following.

The teacher organizes the lesson by dividing the materials into two parts, writing the subject on the whiteboard, and engaging students with questions Students work in pairs, with each pair assigned a different section to read or listen to, while taking notes on key words or phrases The number of words can be adjusted based on the text length, encouraging students to recall and write their interpretations, which may differ from the original content After writing, students share their essays, fostering discussion either in pairs or as a class This approach highlights the connection between storytelling methodology and vocabulary use, emphasizing the importance of constructive learning.

Both teaching procedures share common elements, including the introduction of the story topic and relevant vocabulary by the teacher, followed by note-taking and idea collection from students However, Hamer (2001) emphasizes that students must create and narrate the next parts of the story in their own words after reading or listening to their assigned sections In contrast, Xiaofei (2019) highlights the use of picture stories to teach new vocabulary, allowing students to relate the image narratives to their personal experiences.

RESEARCH DESIGN

Research site

Established in 2005, A CHAU Language Center has grown significantly over 15 years, now boasting over 30 branches in Ho Chi Minh City, Binh Thuan, Tay Ninh, and Dong Nai The A Chau English Center System is renowned for its high-quality training and services, supported by a professional and friendly environment With a team of experienced teachers, ACE has earned numerous domestic awards for its exceptional programs and contributions to local communities Notably, in 2021, ACE was recognized as one of the top 10 leading brands in Vietnam for the seventh time by the Department of Education and Training of Ho Chi Minh City.

ACE is a global joint stock company specializing in English language training for Vietnamese children Each ACE campus features dedicated sections and roles focused on delivering English courses and ensuring the quality of teaching and testing.

Modern classrooms are equipped with advanced teaching aids, including projectors, overhead projectors, TVs, DVD players, and cassette players, all designed to meet international standards The scientific arrangement of these facilities fosters a comfortable and relaxing environment, enhancing the overall learning experience for students.

The A Chau English Center was chosen as the research location due to its focus on beginners aged 5 to 10 years and the elementary-level teachers My internship as a teaching assistant allowed me to observe various effective teaching methods, particularly the storytelling approach for vocabulary instruction, which I found impressive Additionally, my familiarity with the center's environment and relationships with teachers and students facilitated the process of conducting surveys and interviews for data collection.

Participants

This investigation focused on beginners aged 5 to 10 years and their teachers at A CHAU English Center, involving 100 students and five teachers The research highlighted the use of the storytelling method for teaching vocabulary, which not only aids students in learning individual words but also enhances their listening and speaking skills Regular exposure to this method allows students to recognize its positive effects, while teachers gain insights into learner psychology and effective teaching strategies Consequently, both participants contributed valuable and reliable data for the survey questionnaire and interviews.

Research methodology and research methods

To address the research questions outlined in Chapter 1, the researcher employed a mixed methodology that incorporates both quantitative and qualitative approaches Quantitative research, as defined by Dawson (2002), involves generating statistics through large-scale surveys, allowing for a broader reach and quicker completion (p.14) This method is particularly suitable for assessing the effectiveness of storytelling in the classroom, especially given the large number of learners involved.

Qualitative research delves into attitudes, behaviors, and experiences, aiming to gather in-depth insights from a smaller number of participants, which allows for prolonged engagement (2002, p.15) This approach is particularly beneficial for understanding the teaching process and the effective application of storytelling methods in the classroom Given the constraints of limited teachers and time, the researcher opts for this research methodology.

The researcher employs both quantitative and qualitative research methods to collect data, utilizing closed-ended questionnaires for quantitative analysis and semi-structured interviews for qualitative insights.

The researcher developed a questionnaire consisting of 15 questions for one hundred beginning learners at A Chau English Center to address the first research question These questions focus on the impact of the storytelling method on vocabulary acquisition when employed by teachers Since the participants are young learners, the questionnaire will be translated into Vietnamese and distributed, allowing them to indicate their responses by placing a check () next to their answers.

The interview process at A Chau English Center involves six carefully crafted questions aimed at exploring how teachers utilize storytelling techniques in their classrooms, addressing research question number 2 These semi-structured interviews will take place in a quiet setting, lasting approximately 10 to 15 minutes, with the researcher conducting face-to-face interviews and recording the teachers' responses.

The initial phase involved organizing the questionnaire and interview questions in a logical sequence This process, which spanned from April 26th to May 8th, took approximately two weeks During this time, the researcher reviewed various sources to collect relevant information aligned with the topic's outline, generating ideas and noting key details to develop the questions effectively.

The next step involved organizing all the questions in the correct sequence, finalizing the group read, and engaging in multiple rounds of debate and corrections before submitting it to their supervisor for review.

After consulting with the supervisor, the researcher and her team revised the final questionnaire, creating both Vietnamese and English versions They then conducted the questionnaire themselves prior to implementing it with the research population.

Finally, the researcher obtained information about the participants' schedules in order to determine the precise time and place Then the researcher conducted surveys and interviews with

100 students and five teachers in A Chau English Center Between May 8th and May 15th, it took about a week.

Data analysis

The writer spent a significant amount of time measuring and reviewing the data after gathering all of the questionnaires and interviews.

The author selected Microsoft Excel 2013 for data analysis among various applications Initially, the researcher input the data into Excel, converting the figures into appropriate percentages Finally, the author utilized these percentages to create informative charts, enhancing clarity for the reader.

To analyze data from the interviews, the researcher will first transcribe the interviewees' discussions into memos Next, the researcher will thoroughly review these memos to identify commonalities and unique perspectives expressed by the interviewees Finally, the researcher will assess the identified similarities and differences.

FINDINGS AND DISCUSSION

The effects of the storytelling method in teaching vocabulary to beginners at A Chau

Question 1: How old are you?

Figure 4.1 The age of learners.

The purpose of this question is to verify the ages of the learners involved in the study Since the target population consists of beginners, the researcher aimed to determine their exact ages The data presented in the chart indicates that 30% of participants are aged 7 to 8 years old, while the age groups of 8 to 9 years, 6 to 7 years, and 9 to 10 years are nearly equal, comprising approximately 25%, 23%, and 22% of the participants, respectively Overall, this classification provides insight into the age distribution of classes in Asia.

At English Center, student placement is determined by their proficiency level rather than age Prior to enrollment at ACE, all students are required to complete an entrance test for each level to ensure they are assigned to the most suitable class.

As a result, the participants in this research were of different ages but at the same level.

Question 2: How long have you been learning English at A Chau English Center?

Figure 4.2 The number of years learners have been learning English at ACE.

The pie chart illustrates the duration of English study among learners at ACE, highlighting the research's objectivity Notably, nearly 42% of students reported studying at ACE for three years, while 33% have been learning for two years Additionally, 21% of participants have studied for four years, and 4% for five years This data indicates that a significant majority of learners have over two years of experience at ACE, suggesting they are well-acquainted with the teaching methods and learning environment.

Question 3: How often does the teacher use storytelling method to teach vocabulary per week?

Figure 4.3 The number of times teachers have used storytelling method in the classroom per week.

The frequency of using the storytelling method in vocabulary teaching is a crucial aspect of this research According to the bar chart, 47% of students reported that their teachers utilize this method twice a week, indicating it is the most common frequency In contrast, the smallest percentage reflects a significantly lower usage rate.

Most teachers at ACE utilize the storytelling method to teach vocabulary, with 32% of participants indicating they use it "1 time" per week and 17% using it "3 times." This familiarity with the method likely contributed to the accuracy of the survey responses.

Question 4: What are the effects of storytelling in teaching vocabulary to beginners at A Chau English Center?

When teacher uses the storytelling method in the classroom:

Statement (A), 4.1 You are able to understand the meaning of the words more clearly and remember them longer.

Statement (B), 4.2 You feel happier, less anxious, more interested in learning and focus on the lesson.

Statement (C), 4.3 You get to learn in a fun and colorful atmosphere You can also create your own stories.

Statement (D), 4.5 It creates a familiar, safe and comfortable atmosphere in the classroom when learning a foreign language.

Statement (E), 4.6 You can recognize, develop your creativity and English speaking-listening skills.

Statement (F), 4.9 You can learn more interesting things about other cultures, practice your character.

Statement (G), 4.10 You can develop your sense of humor, get inspiration and emotion when using storytelling.

Statement (H), 4.11 The stories help you have more common topics to discuss and talk about with your friends, so you can increase your ability to communicate and express your ideas.

Statement (I), 4.12 You are able to love the characters in the stories, put yourself in those characters, and sympathize with them, thereby knowing how to share and help others.

Figure 4.4 The students’ viewpoints on some effects of the storytelling method in teaching vocabulary.

The clustered column chart illustrates learners' perspectives on the impact of storytelling in vocabulary instruction, revealing that a significant majority of participants either agreed or strongly agreed with the statements presented.

"You can develop your sense of humor, get inspiration and emotions when using storytelling" (G) had the highest agreement from the participants.

Learners found that storytelling significantly enhanced their vocabulary retention and comprehension, making them less anxious and more engaged in the learning process This method created a joyful and vibrant learning environment, encouraging students to craft their own narratives Additionally, storytelling provided a familiar and comfortable atmosphere in foreign language classrooms, fostering creativity and improving English speaking and listening skills It also allowed students to explore diverse cultures, develop their character, and cultivate a sense of humor, emotional connection, and inspiration Ultimately, storytelling proved to be an effective vocabulary teaching method, boosting students' confidence in discussing stories and facilitating better communication and idea expression among peers.

Some participants remained uncertain about the influence of the effects, as indicated by the chart showing that approximately one-third of respondents neither agreed nor disagreed with statements E, D, and C Notably, there were no participants who disagreed or strongly disagreed with these viewpoints, reflecting a complete consensus on the matter.

Statement 4.4 You can naturally use the vocabulary that you have learned in your daily communication.

Figure 4.5 The students’ opinion about their ability to use the vocabulary learned through storytelling in daily communication.

The bar chart illustrates students' opinions on the effectiveness of the storytelling method for learning vocabulary at ACE Notably, nearly 40% of learners were undecided about their ability to use the vocabulary in daily communication, representing the largest group In contrast, over 60% of participants expressed strong agreement (29%) or agreement (32%) with the method's effectiveness Overall, the results highlight a significant uncertainty among learners regarding their capacity to apply vocabulary acquired through storytelling in everyday interactions.

Statement 4.7 Because the story has a clear progression, you can easily guess the next content of the story from which you can predict and understand the meaning of the words.

Figure 4.6 The learners’ viewpoint about whether they can predict and understand the meaning of the words by guessing the next context of the story.

The bar chart illustrates students' ability to predict and comprehend word meanings through contextual guessing in storytelling Nearly half of the respondents agreed that storytelling enhances their predictive skills regarding word meanings Additionally, 25% of learners "strongly agreed," while another 25% remained "neutral." Notably, only 1% disagreed with the statement In summary, while most students expressed agreement, a portion remained uncertain about the impact of storytelling on their understanding.

Statement 4.8 It helps you quickly understand the meaning of words and learn many words at the same time.

Figure 4.7 The extent of agreement of using the storytelling method makes students understand vocabulary faster and learn many words at the same time.

The bar chart illustrates the speed of vocabulary acquisition and the number of words students can learn through storytelling in vocabulary instruction A significant majority of participants agreed with the effectiveness of this method, with 39% strongly agreeing This indicates that storytelling enables students to quickly understand and absorb a large number of words In contrast, only 18% of learners felt neutral about the approach, while a mere 1% disagreed.

The findings highlight the positive impact of vocabulary teaching through storytelling, demonstrating its effectiveness in enhancing student achievement Students not only recognize and learn new words through stories but also retain a significant number of them This aligns with Hidayat (2017), who found that visual storytelling aids all students in grasping lexical meanings, regardless of their ability levels Similarly, Kirsch (2010) reported that “all six children retained almost all the new lexical items over a period of six weeks.” Additionally, learners enhance their creativity, build friendships, and improve their English speaking and listening skills by creating their own stories Kirsch (2010) also noted that “the children had multiple opportunities to engage with the language: listening to the teacher and classmates, observing, composing new texts in collaboration, and presenting these texts.” Furthermore, learners develop the ability to predict and understand the meanings of new words through contextual guessing.

Contextual guessing enhances vocabulary learning when lexical items are presented in meaningful and engaging contexts, creating a familiar and enjoyable environment for students This approach fosters emotional connections through storytelling, which not only helps students express love and share experiences but also boosts their vocabulary retention Research by Bhakti and Marwanto (2018) indicates that positive emotions significantly enhance vocabulary learning effectiveness, as pleasant language-learning experiences are more easily remembered Additionally, storytelling methods improve communication skills, as noted by Karlsson (2012), who found that storytelling in lower secondary English classes in Iceland promotes natural and meaningful learning, allowing students to engage with the language and express themselves appropriately in various situations.

How to teachers apply the storytelling method effectively in the classroom

Question 1: What types of stories do you usually use when applying the storytelling method in the classes?

A study conducted at A Chau English Center involved interviews with five teachers regarding the types of stories they frequently use to teach vocabulary to children The findings indicated that most teachers prefer stories related to everyday life, often drawing from personal experiences or those of acquaintances Additionally, they incorporate various story types, including fairy tales, folk tales, and comedies, as these narratives resonate with students and enhance their engagement in lessons One teacher noted that hero stories inspire students to admire strength and courage, fostering empathy and facilitating vocabulary acquisition Ultimately, selecting the appropriate story genre is essential for effective vocabulary teaching, with an emphasis on simplicity, engagement, and clarity in presentation.

Question 2: When applying the storytelling method do you use body language or facial expressions?

This study investigates the use of performance skills, specifically facial expressions and body language, by teachers employing the storytelling method to teach vocabulary The findings reveal that all participants utilized these skills to effectively convey emotions and clarify content By embodying characters and expressing their feelings, teachers enhanced the realism and appeal of their narratives for students Consequently, the integration of facial expressions and body language is crucial for the successful application of the storytelling method in education.

Question 3: How often do you use this method?

The study investigates the frequency of storytelling as a method for teaching vocabulary in the classroom Survey results indicate that nearly all teachers utilize this approach at least once a week, emphasizing that its application depends more on lesson content and knowledge acquisition than on frequency Teachers reported that they could effectively transfer about two units of knowledge per week, enabling students to learn vocabulary alongside essential skills such as speaking, listening, writing, and reading The storytelling method is primarily employed for vocabulary instruction, demonstrating its significance in enhancing both student learning and teaching techniques.

Question 4: What types of teaching aids do you usually apply when using the storytelling method in the classroom?

This article explores the use of teaching aids, such as laptops, PowerPoint slides, pictures, and videos, in the storytelling method for vocabulary instruction Teachers frequently utilize laptops and colorful slides, which enhance student engagement and focus The convenience and accessibility of these tools facilitate lesson preparation and knowledge transmission through visual aids Overall, integrating these teaching resources proves effective in capturing students' attention and aiding classroom management.

Question 5: When applying storytelling, how many steps do you use and what are they?

Understanding the procedures teachers use when applying the storytelling method in the classroom is crucial for effective vocabulary instruction While each teacher has a unique approach, common steps emerge Initially, teachers select or create a story that incorporates relevant vocabulary They then prepare teaching aids to enhance the learning experience Some teachers provide definitions of individual words within the context of the story, often using example sentences to aid comprehension Others utilize various teaching aids, such as laptops, images, and videos, along with expressive techniques like body language to convey meanings One teacher emphasized vocabulary by highlighting it in red on written scripts Ultimately, the storytelling method's effectiveness hinges on the proper sequence of these steps; skipping any part may hinder students' understanding Despite their different methods, all teachers share the goal of helping students grasp the meanings of words through storytelling.

Question 6: In your view, what are the advantages and disadvantages when you apply the storytelling method in the classroom?

Teachers recognize that the storytelling method in the classroom significantly enhances students' willingness to express their thoughts and feelings, fosters active participation, and boosts imagination and creativity This approach also promotes cooperation among students and improves their listening and speaking skills, distinguishing it from traditional teaching methods Additionally, integrating technology into storytelling makes lessons more engaging However, challenges arise when stories are complex, as students may misunderstand them, necessitating careful preparation by teachers for the story, media, and classroom activities Moreover, managing large class sizes can hinder teachers' ability to involve all students in activities In summary, while storytelling offers numerous benefits for teaching vocabulary to children, teachers must weigh these advantages against potential drawbacks to ensure effective instruction.

CONCLUSION

Conclusion

Educators in second language teaching are actively enhancing instructional methods through various techniques tailored to specific goals and skills One effective approach is storytelling, which can be utilized to teach vocabulary to students This chapter presents conclusions drawn from the study's findings and discussions from the previous chapter.

5.1.1 The effects of storytelling in teaching vocabulary to beginners at A Chau English Center

The study investigates the effectiveness of storytelling in enhancing vocabulary acquisition among learners Findings indicate that most students believe storytelling aids in understanding and retaining word meanings, allowing them to grasp multiple words simultaneously Additionally, storytelling fosters a supportive environment that encourages student engagement and motivation, making vocabulary learning enjoyable and relevant to their lives This method also enhances speaking and listening skills, promoting better communication and interaction However, some participants remain uncertain about applying the vocabulary learned in everyday conversations Ultimately, by empathizing with story characters, students develop compassion and a willingness to help others.

5.1.2 How to teachers apply the storytelling method effectively in the classroom

This study aimed to explore how teachers effectively implement the storytelling method in the classroom, identifying five key factors for success First, teachers should create stories based on personal experiences or those of acquaintances, utilizing various types of narratives such as fairy tales and comedies Second, incorporating performance skills like facial expressions and body language enhances the emotional impact of the stories, making them more engaging for students Third, regular use of storytelling techniques helps students become familiar with the method while allowing teachers to refine their skills Additionally, integrating teaching aids with storytelling can enrich the learning experience Finally, the procedures employed by teachers during storytelling are crucial; regardless of the steps taken, they must facilitate students' understanding of the vocabulary within the narrative.

Recommendations

Following are some suggestions based on the conclusion that the researcher prefers to make:

English teachers are encouraged to utilize storytelling as a method for teaching vocabulary, which can significantly improve students' recall of both familiar and new words This approach not only aids in memory retention but also motivates students to explore the meanings of new vocabulary after engaging with the story.

Teachers should present the story in a relaxed and comprehensible way, demonstrating confidence in their roles It's essential for students to not only memorize new vocabulary but also to grasp the overall meaning of the story.

When selecting stories, teachers should focus on topics that align with students' interests, age, and language proficiency It's essential to choose short stories that feature vibrant illustrations and engaging plots Additionally, teachers may modify challenging vocabulary, simplify sentence structures, and adjust the grammar and content to better suit their students' needs.

The effectiveness of the storytelling method in education relies not only on the teacher's approach but significantly on student engagement Students' concentration and positive attitudes are crucial for successful vocabulary learning Active participation in classroom activities and attentiveness to lectures are essential; students should promptly seek clarification from the teacher if they encounter difficulties Additionally, learners should not only absorb the teacher's narratives but also confidently share their own stories, applying the vocabulary they have learned.

Limitations of the study

The results of this study may be influenced by the following factors:

Imperfections are inherent in this study due to time constraints, which focus solely on the impact of storytelling in vocabulary instruction, without exploring its effectiveness for teaching other skills Additionally, the researchers' limited experience with the storytelling method as a pedagogical approach may influence the findings.

Survey tools created by researchers inherently face limitations regarding the validity and reliability of their content Nevertheless, these instruments underwent a comprehensive examination before being utilized.

The questionnaire gathers students' opinions on the impact of storytelling as a vocabulary teaching method, focusing on their personal reactions This approach generates subjective data, which may skew towards overly positive feedback.

Further studies

Future research should focus on various age groups and diverse purposes of storytelling in language teaching, extending beyond its application for vocabulary instruction to beginners Additionally, repeating this study in different contexts or program areas could provide valuable comparative insights.

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Dear learners at A Chau English Center, we are Nguyen Thi Thai Huyen, Nguyen Thi Hang Ni, and Che Thi Ngoc Bich, seniors from the DHAV13E class at the Faculty of Foreign Languages, Industrial University of Ho Chi Minh City We are currently conducting our graduation thesis titled “An investigation into the effects of applying storytelling method in teaching vocabulary to beginners at A Chau English Center.” We assure you that the information you provide will be used solely for academic and research purposes To complete our thesis with authentic data and objective insights, we kindly request your opinions through the following questions.

Please put a check () on the answer that is the most correct to you.

Question 1: How old are you?

Question 2: How long have you been learning English at A Chau English Center?

Question 3: How often does the teacher use storytelling method to teach vocabulary per week?

Question 4: What are the effects of storytelling in teaching vocabulary to beginners at A Chau English Center?

Please put a check () on the answer that is the most correct to you.

When teacher uses the storytelling method in the classroom:

Agree Neutral Disagree Strongly disagree 4.1 You are able to understand the meaning of the words more clearly and remember them longer.

4.2 You feel happier, less anxious, more interested in learning and focus on the lesson.

4.3 You get to learn in a fun and colorful atmosphere You can also create your own stories.

4.4 You can naturally use the vocabulary that you have learned in your daily communication.

4.5 It can create a familiar, safe and comfortable atmosphere in the classroom when learning a foreign language.

4.6 You can recognize, develop creativity and English speaking-listening skills.

4.7 Because the story has a clear progression, you can easily guess the next content of the story from which you can predict and understand the meaning of the words.

4.8 It helps you quickly understand the meaning of words and learn many words at the same time.

4.9 You can learn more interesting things about other cultures, practice your character.

4.10 You can develop your sense of humor, get inspiration and emotion when using storytelling.

4.11 The stories help you have more common topics to discuss and talk about with your friends, so you can increase your ability to communicate and express your ideas.

4.12 You are able to love the characters in the stories, put yourself in those characters, and sympathize with them, thereby knowing how to share and help others.

CÂU HỎI KHẢO SÁT DÀNH CHO HỌC SINH

Chào các bạn học viên tại Trung tâm Anh Ngữ Á Châu, nhóm nghiên cứu của chúng tôi gồm Nguyễn Thị Thái Huyền, Nguyễn Thị Hàng Ni và Chế Thị Ngọc Bích, sinh viên năm cuối tại Đại học Công Nghiệp Thành phố Hồ Chí Minh Chúng tôi đang thực hiện đề tài tốt nghiệp với chủ đề “Hiệu quả của việc áp dụng phương pháp kể chuyện trong việc dạy từ vựng cho người mới bắt đầu học tại trung tâm Á Châu” Chúng tôi cam kết rằng thông tin các bạn cung cấp chỉ được sử dụng cho mục đích nghiên cứu Xin cảm ơn các bạn đã tham gia khảo sát này, giúp chúng tôi thu thập thông tin chính xác và khách quan cho bài nghiên cứu.

Hãy đánh dấu () vào câu trả lời của bạn.

Câu 1 Bạn bao nhiêu tuổi?

Câu 2: Bạn đã học ở Á Châu bao lâu rồi?

Câu 3: Giáo viên của bạn dùng phương pháp kể chuyện để dạy từ vựng bao nhiêu lần trong một tuần?

Câu 4: Những hiệu quả của việc kể chuyện trong việc dạy từ vựng cho người mới bắt đầu tại Trung tâm Anh ngữ Á Châu là gì?

Hãy đánh dấu () vào câu trả lời của bạn.

Khi giáo viên sử dụng phương pháp kể chuyện trong lớp học:

Stt Câu hỏi Hoàn toàn đồng ý Đồng ý Bình thường

Hoàn toàn không đồng ý 4.1 Bạn có thể hiểu nghĩa của từ vựng một cách rõ ràng hơn và giúp bạn nhớ từ đó lâu hơn.

4.2 Bạn cảm thấy vui vẻ hơn, bớt lo lắng, có hứng thú để học và tập trung vào bài học.

4.3 Bạn được học tập trong bầu không khí vui nhộn và đầy màu sắc, bạn cũng có thể tự sáng tạo ra những câu chuyện của chính mình.

4.4 Bạn có thể sử dụng từ vựng đã học vào giao tiếp hằng ngày một cách tự nhiên.

4.5 Tạo cho lớp học không khí quen thuộc, an toàn và thoải mái khi học ngoại ngữ.

4.6 Bạn có thể nhận biết, phát triển trí tưởng tượng và kỹ năng nghe nói tiếng Anh.

4.7 Vì câu chuyện có diễn biến rõ ràng, bạn dễ dàng đoán được nội dung tiếp theo của câu chuyện từ đó có thể đoán và hiểu được nghĩa của từ.

4.8 Giúp bạn nhanh chóng hiểu được nghĩa của từ và học được nhiều từ cùng một lúc.

4.9 Bạn có thể biết thêm những điều hay ho về những nền văn hóa khác, rèn luyện tính cách của bản thân.

4.10 Bạn có thể phát triển khiếu hài hước, có nhiều cảm hứng, cảm xúc khi nghe kể chuyện.

4.11 Các câu chuyện giúp bạn có nhiều đề tài chung để trao đổi và trò chuyện cùng với các bạn của mình hơn, từ đó bạn có thể tăng khả năng giao tiếp và diễn đạt ý của mình.

4.12 Bạn cảm thấy yêu thích những nhân vật trong truyện, đặt mình vào những nhân nhân vật đó và đồng cảm với họ, từ đó biết chia sẻ, giúp đỡ người khác.

1 What types of stories do you usually use when applying the storytelling method in the classes?

2 When applying the storytelling method do you use body language or facial expression?

3 How often do you use this method?

4 What types of teaching aids do you usually apply when using storytelling method in the classroom?

5 When applying storytelling, how many steps do you use and what are they?

6 In your view, what are the advantages and disadvantages when you apply the storytelling method in the classroom?

Research title: AN INVESTIGATION INTO THE EFFECTS OF APPLYING THE STORYTELLING METHOD IN TEACHING VOCABULARY TO BEGINNERS AT A CHAU ENGLISH CENTER.

Student’s name: NGUYEN THI HANG NI Student ID No.: 17076631

Supervisor’s name: TRAN THI XUAN THUY, M.A.

Week Date Content Supervisor’s comments

Find materials related to topics that students are interested in and decide on the final topic that the group intends to work on

The second meeting, submit the name of the final research topic, research questions, and general plan for the thesis.

Find materials to finish Chapter II:

5 Find materials to finish Chapter II:

INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY

Submit Chapter II: Literature review (mail)

Literature Review based on Supervisors’ feedback and finish Chapter I: Introduction (mail)

Design the questionnaire and interview questions, and submit Chapter 1: Introduction, Chapter 3:

Supervisor check the questionnaire and the list of interview questions.

Conduct surveys and interviews to collect data.

Finish Chapter IV: Findings and Discussions; Chapter V:

1 Submit 5 chapters of the graduation thesis for supervisor to revise.

2 Submit the first draft of graduation thesis for supervisor to revise

1 Submit the final draft of graduation thesis for supervisor to revise.

2 Submit the final version of Graduation Thesis to Faculty of Foreign Language

The supervisor’s approval of the students’ submission (Yes/ No): ………

SUPERVISOR’S EVALUATION FORM Student’s name: NGUYEN THI HANG NI Student ID No.: 17076631

Performance (3) Time management (10 minutes) (2) Response to questions (2)

Coherence and Organization (4) Grammar mistakes (3)

Introduction Rationale and research objectives (5) CLO

Literature Review Definitions of key terms/concepts (5)

Research Design Research Methodology & Methods

Discussion Relevance between research findings and goals (Findings) (5)

Evaluating and discussing the findings (Discussion) (5)

Supervisor’s Appraisal on teamwork (05) Group Decision & Planning

Roles & Distribution Establish Goals Meeting Minutes

(05) Contribution to the team project

Taking responsibility Working with others

Supervisor’s Appraisal (10) Communication skills (2) CLO

Student’s name:NGUYEN THI HANG NI Student ID No.:17076631

Time management (10 minutes) (4) Response to questions (4)

Introduction Rationale and research objectives (5) CLO 2

Literature Review Definitions of key terms/concepts (5)

Research Design Collecting and analyzing data (5) CLO 3

Discussion Relevance between research findings and objectives (Findings) (5) Evaluating and discussing the

FACULTY OF FOREIGN LANGUAGES findings (Discussion) (10)

Student’s name:NGUYEN THI HANG NI Student ID No.:17076631

Item/ Weight Unsatisfactory Developing Satisfactory Exemplary

There is no planning&decisi on-making process, decisions are made by individuals.

A procedure for planning& making decisions is established by the group, but it is not clear and/or it focuses on individuals.

A clear procedure for planning & making decisions in research work is informally established by all members of the group.

A clear procedure for planning & making decisions in research work is formally established by all members of the group.

The group does not establish roles for each member and/or the workload is unequally distributed.

The group establishes informal roles for each member.

The workload could be distributed more equally.

The group establishes clear and formal roles for each member and distributes the workload equally.

The group establishes and documents clear and formal roles for each member and distributes the workload equally.

Scheduled meetings minutes arerarely recorded, and the efforts are scattered.

Scheduled meetings minutes areoftenrecorded, and the contribution of each team members are NOT identified.

Scheduled meetings minutes areusually recorded and the contribution of each team members are identified.

Scheduled meetings minutes arealways recorded and the contribution of each team members are identified.

Name of member:NGUYEN THI HANG NI

Contribution to the team project

Does not collect any relevant information; no useful suggestions to address team's needs;

Collects information when prodded; tries to offer some ideas, but not well developed, and not clearly expressed, to meet team's needs;

Collects basic, useful information related to the research, occasionally offers useful ideas to meet the team's needs;

Collects and presents to the team a great deal of relevant information; offers well-developed and clearly expressed ideas directly related to the group's topic.

Does not perform assigned tasks; often misses meetings and, when present, does not have anything constructive to say; relies on others to do the work;

Performs assigned tasks but needs many reminders; attends meetings regularly but generally does not say anything constructive; sometimes expects others to do his/her work.

Performs all assigned tasks; attends meetings regularly and usually participates effectively;

Performs all tasks very effectively; attends all meetings and participates enthusiastically;

Rarely listens to, shares with, and supports the efforts of others; often uses inappropriate language; often is not a good team member.

Usually listens to others but sometimes does not pay much attention when others talk, and assumes their ideas will not work;

Generally, listens to others' points of view; always uses appropriate and respectful language; tries to make a definite effort to understand others' ideas;

Almost always listens to others and their ideas; helps them develop their ideas while giving them full credit.

Evaluator's name: NGUYEN THI THAI HUYEN