Introduction
Background to the study
It is obvious that learning vocabulary is a critical part in the language learning process which affects the learners’ language proficiency Wilkins (1972) affirms the central role of vocabulary, with regards to communication that “while without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (p.111–112) This statement emphasizes how vocabulary acquisition makes a significant contribution to the success of language learning Learning vocabulary, however, comprises a wide range of difficulties which might be derived from distinctive factors The way that the words are acquired in second language learning, for instance, is unquestionably different from the process of first language acquisition in which children learn the word knowledge by experiencing the three processes of labelling, categorizing and network building (Thornbury, 2002) As a result, second language learners, as stated by Thornbury (2002) that, “need a critical mass of vocabulary to get them over the threshold of the second language” and this achievement might require
“intentional and incidental learning” (p.30) Sharing the same perspective with the above idea, according to Schmitt (2000), with regards to vocabulary acquisition, it is impossible for second language learners to memorize all of the native-speaker words, but this is still a considerable achievement to learn them as much as possible Accordingly, teaching vocabulary to non-native students is demanding and challenging as there is a great deal of obstacles to deal with
Effective vocabulary instruction for different learner types requires tailored teaching methods that consider the unique characteristics of each student, especially in second language acquisition Young learners (VYLs) tend to acquire languages more easily than adults due to their brain's flexibility, which allows better immersion and achievement in language learning (Lenneberg, 1967; Penfield & Roberts, 1959) However, their distinctive traits also present challenges for teachers, such as maintaining their attention and engagement in the classroom It is unrealistic to expect young children to remain silent, seated, and attentive for long periods, as they exhibit unique behaviors in language learning (Halliwell, 1992) Therefore, teachers must incorporate diverse and engaging activities to keep young learners focused and prevent boredom during vocabulary lessons.
Effective tools for teaching English vocabulary include games, dramas, songs, chants, and especially storytelling, which actively engage children in learning Research by Kent (2004) and Sneddon (2008) shows that children participate more actively when practicing chants and telling stories, making storytelling a compelling method that creates rich learning contexts Students benefit from increased motivation, positive attitudes, and improved language skills through immersive interactions facilitated by storytelling (Gonzalez, 2010; Gomez, 2010; Safdarian & Ghyasi, 2013) Additionally, teachers’ use of storytelling significantly enhances student engagement and academic performance, highlighting the vital role educators play in leveraging this teaching strategy effectively (Reyes et al., 2012; Guvenc, 2015).
According to Wright and Wright (1987), teachers play two fundamental roles in the classroom: the social aspect, which involves creating an engaging learning environment, and the task-oriented aspect, focused on imparting knowledge Balancing these roles is especially critical when teaching very young children, requiring dedicated effort and practice from educators During storytelling sessions with young learners, teachers’ methods and conduct become increasingly significant, as their approach can directly impact students’ learning outcomes Therefore, effective classroom practice and thoughtful consideration of teaching strategies are essential for promoting successful teaching and learning experiences with young children.
In Vietnam, English is a vital compulsory subject in the educational system, essential for pursuing desired professions, prompting the Ministry of Education and Training to launch the National Foreign Language 2020 Project in 2008 As a result, English was introduced to grade 3 students in primary schools nationwide, with many young learners practicing the language at private centers in major cities To support effective language acquisition, especially vocabulary development, teachers need to employ proven teaching methods However, current storytelling practices in Vietnam, often conducted mechanically and focusing on language form rather than communication, lack practical application and may hinder learners' communicative skills. -Boost your students’ communicative English skills with AI-powered teaching tools from Talkpal—[Learn more](https://pollinations.ai/redirect/2699274)
From the researcher’s perspective, storytelling practices in teaching early-age children vary based on teachers’ personal perceptions With over five years of experience at the English center, the researcher has observed diverse teaching methods through peer observations, which are essential for improving teaching performance Different approaches to storytelling are used to achieve various educational purposes, potentially impacting students’ performance differently This led the researcher to conduct a study to explore teachers’ storytelling practices and their unique perceptions of this instructional method.
Recent studies have explored the effectiveness of storytelling in enhancing students’ vocabulary retention in language teaching (Nguyen, 2018; Pham, 2017) However, there is limited research on teachers’ practices and perceptions of using storytelling in vocabulary lessons, particularly in Vietnam Notably, both Vietnamese and foreign teachers may have differing views on the application of storytelling with very young learners, which can significantly influence the teaching and learning process Understanding these differences is essential for improving future storytelling strategies in early childhood language education Overall, investigating teachers’ perceptions and practices regarding storytelling in vocabulary instruction is crucial for optimizing language learning outcomes for young students.
Research aims
This exploratory study aims to investigate teachers’ insights on using storytelling to teach vocabulary in very-young-learner (VYL) classes It explores teachers’ reported practices of storytelling, differences between Vietnamese and foreign teachers’ approaches, and their perceptions regarding the effectiveness and challenges of this method Data was collected through various instruments and carefully analyzed to understand teachers' perspectives and practices in integrating storytelling into vocabulary instruction for young learners.
Research questions
In the light of the study problem, the following questions emerged:
RQ1: How do teachers apply storytelling to teach vocabulary in a VYLs class?
RQ2: What are the differences between Vietnamese teachers’ and foreign teachers’ reported practice?
RQ3: What are the teachers’ perceptions towards the application of storytelling to vocabulary teaching in the VYLs class?
RQ4: What are the differences between Vietnamese teachers’ and foreign teachers’ perceptions of the effectiveness and difficulties of storytelling application?
Significance of the study
Recent research on classroom methods mainly emphasizes student retention rather than teachers’ perspectives (Mauro Dujmovic, 2014; Elaf, 2012; Soltani et al., 2015; Pham, 2017) Although numerous studies have explored storytelling practices, few have examined Vietnamese teachers’ perceptions of how this method influences vocabulary acquisition in very young learners and the challenges teachers face This paper highlights the importance of understanding teachers’ viewpoints on this issue, addressing a significant research gap from multiple dimensions.
This study provides valuable pedagogical insights for both the researcher and colleagues involved in teaching very young children, focusing on the use of storytelling in vocabulary lessons Understanding how other early learner teachers employ and perceive storytelling can shape effective teaching strategies and influence best practices in similar educational settings Ultimately, these findings aim to improve teaching quality, leading to enhanced student engagement, performance, and achievement in early childhood education.
This study offers valuable insights into teachers’ perceptions of using storytelling in vocabulary instruction for young learners It aims to enhance understanding of how storytelling can effectively support vocabulary development, highlighting teachers’ thoughts on its benefits and challenges By exploring teachers’ opinions on the effectiveness and difficulties of using storytelling, the research contributes to improving teaching strategies for early language education.
Scope of the study
This study examines teachers’ practices and perceptions of using storytelling to teach vocabulary in very young learner classrooms It highlights the effectiveness of storytelling as a method for vocabulary development and explores the challenges teachers face when implementing this approach The research was conducted across three campuses of VUS English Center, including the researcher’s own workplace, involving sixty experienced teachers with over two years of teaching very young learners through storytelling Findings and discussions are based on teachers’ reported practices and viewpoints, providing insights into the role of storytelling in early childhood vocabulary acquisition.
Organization of the study
This study comprises of five chapters as recommended by the Faculty of Linguistics and Literature: Introduction, Literature Review, Methodology, Findings and Discussion and Conclusion
Chapter 1 is the paper introduction which sets the background of the study I also mention the aims and the research questions regarding the teachers’ practice and perceptions on the method of storytelling Finally, the significance and organization of the study are presented
Chapter 2 reviews the existing literature about the utilization of storytelling in vocabulary teaching to VYLs The terms and different aspects of storytelling teaching are reviewed so that the researcher can grasp certain ideas on the research issues Additionally, the researcher presents the previous studies including both local and foreign research
Chapter 3 outlines the research methodology, detailing the research design and key research questions It describes the research site and participant selection, explaining the instruments used for data collection Additionally, the chapter covers the procedures for analyzing the data, ensuring a comprehensive approach to the study’s methodology.
Chapter 4 shows the findings reported the data from the three instruments in the data collection They are discussed to identify the teachers’ practice and perceptions of storytelling application
In chapter 5, the researcher concludes the study with some implications, limitations and recommendations for future relevant studies.
Literature Review
Teachers’ perceptions
Perception is defined in various ways by different authors, but it generally refers to how individuals interpret and organize sensory information Quick and Nelson (1997) describe perception as the process of interpreting information shared with others, while Rao and Narayan (1998) emphasize that it involves selecting, organizing, and interpreting sensory stimuli to extract meaningful insights about the environment Similarly, Michener, Delamater, and Myers (2004) explain perception as the way people structure sensory data to understand the social world In this study, perception specifically refers to teachers’ beliefs and attitudes regarding the use of storytelling in teaching vocabulary to very young children.
Understanding how language teachers’ cognition is shaped is crucial for effective language teaching, as it provides valuable insights into real classroom practices (Borg, 2006; Macalister, 2012) Teachers' perspectives, who are intimately involved in students' performance in each lesson, help us better comprehend the teaching and learning process Studying teachers’ cognition allows educators to refine their instructional strategies and improve student outcomes by understanding their thought processes and beliefs (Lai).
Understanding teachers’ thinking processes—such as lesson planning, instruction delivery, and reflective practice—plays a crucial role in the gradual spread of innovative teaching methods (Woods, 1996) Increased awareness of these processes can enhance the effectiveness of language teaching and learning, leading to continuous improvement in educational outcomes Emphasizing these aspects supports the development of more efficient and engaging language instruction, ultimately benefiting both teachers and students.
Teaching English vocabulary
Vocabulary, as defined by Richards (2002), is a crucial component of language proficiency that provides students with the foundational knowledge needed to develop their language skills Cameroon (2001) emphasizes that vocabulary acquisition involves not only learning new words but also understanding chunks of language and recognizing words within context Overall, vocabulary encompasses both the knowledge of individual words and their meanings, making it a vital element in effective language learning.
Lexical acquisition is a crucial component of second language learning, influenced by various factors such as the learner's mother tongue, age, cultural background, exposure to the language, and motivation According to Schmitt and Schmitt (2020), these diverse variables make it challenging to develop a comprehensive theory of vocabulary acquisition As Nation (1995) stated, “there isn't an overall theory of how vocabulary is acquired,” highlighting the complexity of the process Instead, multiple models of vocabulary knowledge exist, each contributing to our understanding of how learners acquire new words in a second language.
Schmitt and Schmitt (2020) discuss the three dimensions of incremental vocabulary development proposed by Henriksen (1999) These dimensions include limited vocabulary knowledge, extensive vocabulary knowledge, and understanding receptive and productive vocabulary Vocabulary comprehension primarily relates to the first two dimensions, while the receptive-productive dimension focuses on the ability to apply vocabulary knowledge effectively Building on these dimensions, Schmitt and Schmitt emphasize the importance of understanding how vocabulary knowledge evolves to enhance language proficiency.
Research by 2020 highlights that vocabulary acquisition is an incremental and multifaceted process, with word learning being gradual and complex (p.120) Lexical knowledge comprises various types of word understanding that develop at different rates, emphasizing that learners cannot master all aspects simultaneously These different facets of word knowledge evolve along separate trajectories, making the learning process inherently incremental Schmitt emphasizes the importance of assessing both receptive and productive control of specific word-knowledge dimensions, rather than solely focusing on whether a word is known, to better understand vocabulary development.
Effective second language vocabulary learning involves various strategies, including predicting meanings from context, checking words in dictionaries, inferring word forms, and connecting to cognate languages, as suggested by Cook (2016) Additionally, key techniques such as rote memorization, linking new words to existing background knowledge, and organizing vocabulary into meaningful groups can significantly enhance vocabulary acquisition Implementing these strategies actively supports learners in expanding and retaining their second language vocabulary.
Schmitt (2020) highlights that effective second language teaching requires learners to understand both the form and meaning of language items, emphasizing that knowledge about each item is essential for proper use He states that mastering form and meaning is crucial, although teaching language use in specific contexts is often more challenging Similarly, Cook (2016) underscores that understanding the meaning of new vocabulary is a fundamental aspect of language learning and teaching He notes that, in addition to pronunciation and meaning, learners must also acquire how to use words correctly in context Therefore, teachers should adopt teaching methods and techniques that align with how students acquire and actively use new vocabulary, ensuring more effective language learning outcomes.
According to Nation (1990), for infrequently occurring words, teaching time should focus on equipping learners with strategies to independently learn these vocabulary items Nation (2001) emphasizes that mastering pronunciation, spelling, and word parts requires learners to understand that words are built from affixes and stems, which often appear in other vocabulary, highlighting the importance of teaching phonological knowledge in foreign language learning.
The use of the mother tongue in language teaching plays a crucial role in enhancing student learning outcomes According to Rajathurai Nishanthi (2020), incorporating native language in preschool language education enables both teachers and learners to teach and learn more effectively She emphasizes that appropriate teaching materials and effective instructional methods significantly contribute to successful early childhood language education When students understand instructions thoroughly in their native language, classroom learning becomes more productive Consequently, the debate over abandoning the local language in second language instruction remains a controversial issue.
Effective vocabulary acquisition requires both explicit and incidental learning strategies, as emphasized by Schmitt (2000) Explicit learning involves direct focus on vocabulary during lessons to maximize language mastery, while incidental learning occurs naturally through communication use Teachers should recognize the importance of integrating both methods, selecting high-frequency words for explicit instruction and relying on incidental learning for less common vocabulary According to Nation (1995), considering the cost-effectiveness of teaching approaches and identifying essential vocabulary are crucial for successful language instruction, ensuring students develop a comprehensive lexicon efficiently.
Effective English vocabulary teaching varies depending on factors such as student needs, target words, school systems, and curricula, as highlighted by Schmitt (2000, p.121) There is no single best or universal method suitable for all contexts; instead, practices should be tailored to specific situations Successful vocabulary instruction requires active involvement from teachers, students, and educational institutions to ensure teaching methods are appropriate, effective, and aligned with learners’ goals.
Teaching English vocabulary to Very Young Learners
Reilly and Ward (2003) define very young learners as children who have not yet begun compulsory schooling or started learning to read, highlighting their illiteracy and pre-school age status This definition underscores the importance of early childhood education for children who are not yet of school age In this research, the term "very young learners" specifically refers to children aged from [insert specific age range], emphasizing their developmental stage before formal education.
3 to 6 who are not literate or given any special education for literacy
Very young learners’ characteristics in learning English
Very young learners have unique characteristics that distinguish them from other types of language learners According to Mooney (2000), these children are naturally curious, energetic, and actively engaged in social and educational activities Although their attention spans are limited, they are eager to explore new and diverse concepts related to their surroundings and everyday life, which significantly influences their language acquisition process.
According to Reilly and Ward (2003), very young learners exhibit four key characteristics in foreign language acquisition: individual attention, short attention spans, the silent period, and pre-school teaching needs Their tendency for individual attention means children prefer close interaction with teachers and demand greater concentration, aligning with Cameroon’s (2001) observation that young children aim to please their educators more than peers While this trait facilitates engaging children in classroom activities, it can also pose challenges for teachers in managing all learners effectively at once.
Students with short attention spans often struggle to focus during lessons, making it difficult for teachers to maintain their engagement They tend to lose interest and motivation more quickly than older learners like adolescents or adults, particularly when facing challenging tasks (Cameroon, 2001) Consequently, vocabulary teaching methods effective for other student groups may not be suitable for very young learners with these characteristics.
VYLs (Very Young Learners) experience a silent period during which they absorb the language without immediately producing speech, as highlighted by Reilly and Ward (2003), who emphasize that young children may spend significant time listening and understanding before speaking According to Cameroon (2001), this silence reflects that very young learners lack access to the metalanguage teachers typically use for explanations, making forced speaking stressful Despite their silence, these children often learn effectively through exposure to repetitive songs, games, and choral activities, demonstrating that language acquisition can occur without immediate speaking Teachers should avoid pressuring young learners to speak to prevent emotional stress, as many children prefer to observe quietly and later demonstrate their understanding through other means.
Preschool teaching, as highlighted by Reilly and Ward, emphasizes a less stressful and pressure-free environment for young learners (VYLs) When students enjoy specific activities, educators can incorporate them repeatedly without the need for rushing, fostering a positive learning atmosphere These characteristics of early childhood education have both beneficial and potential drawbacks, influencing the process of foreign language acquisition in various ways.
2.3.2 Teaching vocabulary to very young learners
Recent research highlights that young children acquire language through active engagement with their immediate environment, which supports their learning process (Piaget, 1970) Effective vocabulary development is facilitated when teachers and proficient peers provide scaffolding, allowing children to explore complex concepts over time while remaining within their zone of proximal development (Burner, 1983; Vygotsky, 1962) Utilizing scaffolding techniques enables children to connect new and existing knowledge, especially when facing challenging tasks beyond their current capabilities, thereby enhancing their understanding and language acquisition skills.
Early childhood is believed to be the optimal period for acquiring language skills, with Long (1990) highlighting that native-like phonological competence becomes unfeasible after age 6, and issues in morphology and syntax may emerge beyond age 12 Nunan (2011) discusses the advantages of beginning second language learning early, as children can leverage their natural linguistic advantages, while also noting the dependency of young learners on skilled teachers Effective teaching at this stage requires well-trained educators, as Cameron (2001) emphasizes the significant effort and careful attention needed due to children's reliance on oral language instruction Additionally, with language learners being increasingly younger (Shina & Crandall, 2014), educators must possess strong pedagogical and psychological skills to meet the unique needs of early learners. -Boost your early language teaching with AI-powered tools that support skilled educators—[Learn more](https://pollinations.ai/redirect/2699274)
Effective vocabulary teaching methods for young learners, including pre-primary children, often emphasize the use of concrete objects to enhance learning, as highlighted by Morrison (2007) According to Piaget’s theory of cognitive development, children in the preoperational stage understand concepts symbolically but are not yet capable of complex cognitive operations Incorporating tangible and visual aids aligns with their cognitive abilities, making vocabulary acquisition more engaging and effective for young learners.
Effective language teaching in 2001 emphasizes understanding children's learning processes rather than solely focusing on curriculum demands To create engaging and effective lessons, educators must prioritize students’ specific learning needs over teacher interests or textbook requirements According to Cameroon (2001), educators should "unpack the generalizations to find out what lies underneath as characteristic of children as language learners" to better tailor classroom activities and teaching strategies Ultimately, considering students' needs is crucial for selecting appropriate approaches that foster successful language acquisition.
Teaching languages to young children offers significant benefits, as children have a greater ability to acquire new languages compared to adults, supported by various researchers Early language learners have both advantages, such as rapid vocabulary growth, and challenges that require tailored teaching strategies Teachers can adapt techniques used for other learning styles to enhance vocabulary instruction for young learners Nonetheless, managing diverse difficulties in early language classrooms demands teachers' expertise and dedicated efforts to ensure effective language development.
Applying storytelling in teaching
According to Maynard (2005), stories encompass the ways people share experiences, perceive others’ experiences, and express their imaginations, helping them understand and position themselves within their own world These narratives include familiar life events that resonate across different languages and cultures He highlights that stories are profoundly important to individuals, politics, and education, offering deeper insights than simple examples alone.
A story typically involves specific circumstances, distinct characters, and the events that unfold around them, forming the core structure as described by Garvie (1990) The first key element is the setting, which establishes the location and time where the story takes place, while characters—whether friends, foes, helpers, or obstacles—are relatable figures that audiences can identify with The plot, another essential feature according to Garvie (1990), consists of a sequence of logically connected events driven by cause-and-effect relationships that explain what happens in the story These elements, as Green and Brock (2000) highlight, work together to engage the audience's thoughts and feelings, fostering mental imagery and deeper emotional involvement.
In the field of education, stories are recognized as a holistic approach to language teaching that emphasizes children's engagement with authentic language use (Cameron, 2001) Cameron highlights the cumulative qualities of narratives as effective teaching tools and valuable language resources Green (2004) further notes that stories serve multiple classroom purposes, including enhancing learner engagement, making lessons more memorable, reducing students’ resistance and anxiety, and fostering positive relationships between teachers and students Consequently, storytelling has become one of the most widely used methods in language instruction, highlighting its significance and effectiveness in educational settings.
The term “storytelling” has garnered significant attention from various authors over time, each offering unique perspectives on its role in education Many emphasize that storytelling is a powerful tool for enhancing language acquisition, especially for second language learners Its effectiveness lies in engaging students emotionally and culturally, making language learning more immersive and memorable Incorporating storytelling into educational practices can improve vocabulary, comprehension, and communication skills among second language students Overall, storytelling is recognized as a valuable pedagogical method that fosters motivation and facilitates deeper understanding in language learning contexts.
According to Gere et al (2002), when the series of settings are constructed through the process of exploiting vocabulary and gesture in colorful ways, it is called
Storytelling is a powerful blend of language and action used by the storyteller to create a compelling sequence of events According to McDrury and Alterio, effective storytelling involves combining verbal communication with deliberate actions to engage the audience and convey a cohesive narrative This integration of words and gestures enhances the storytelling process, making the story more vivid and memorable for listeners.
Storytelling is a uniquely human experience that allows us to convey aspects of ourselves, others, and the worlds we inhabit—whether real or imagined—primarily through the language of words This emphasizes the importance of language in making stories understandable and meaningful to the audience, while also reflecting the perspectives of characters and the environments in which stories unfold These elements highlight features such as language, actions, and perceptions that are central to storytelling However, this definition may have limitations in clearly explaining the objectives of storytelling and the ways in which people narrate their stories.
Storytelling is the art of creating and connecting with people from the past that you never knew, serving as a powerful bridge across generations According to Splauding (2011), storytelling "is an art" that involves producing content beautifully and intriguingly to bring enjoyment and amusement to audiences This unique art form not only preserves history but also unites people from all eras, both known and unknown, highlighting its profound purpose However, the specific audience of storytelling is often left unspecified, emphasizing its universal appeal.
Ellis and Brewster (2014, p.25) expanded on Spaulding’s definition of storytelling by emphasizing that it involves sharing “a story to people who are willing to listen,” highlighting the crucial role of the audience in the storytelling process Their insights underscore that effective storytelling relies on engaging an attentive audience, making audience involvement a key aspect of compelling narratives This perspective is essential for understanding how storytelling fosters meaningful connections and engagement in various contexts.
Effective storytelling serves as a reminder for storytellers to focus on engaging listeners with the core story they want to convey According to Ellis & Brewster (2014), storytelling can take various forms, including reading aloud from a book, storytelling without a book through oral tradition, and sharing anecdotes or jokes Harvey (2013) emphasizes that storytelling involves a connection between three key elements: the storyteller, the story itself, and the audience, which interact in a triangulation process Overall, Kim (2013) describes storytelling as “an encompassing method” that blends the unique features of stories to reflect human experiences while supporting language learners' acquisition processes.
Storytelling is a valuable educational tool that enhances second language acquisition by providing learners with meaningful context By integrating storytelling into language learning, students can develop better vocabulary, comprehension, and communication skills For this study, storytelling is defined as an instructional method that uses engaging narratives to facilitate effective language learning for second language learners.
Storytelling is a powerful method that combines language and gestures to connect people across generations It involves the storyteller, the audience, and the story itself, creating a meaningful bond that transcends age and cultural differences This engaging approach fosters understanding and preserves cultural heritage, making storytelling an effective tool for building community and passing down knowledge By integrating expressive language and gestures, storytelling enhances emotional engagement and ensures that stories resonate deeply with listeners of all ages.
The storytelling teaching approach is influenced by several key factors, including the selection of storybooks used for instruction, the distinctions between storytelling and reading stories, and the diverse forms of storytelling techniques Understanding these elements is essential for effective literacy development, as they shape how learners engage with narratives and enhance their language skills Incorporating various storytelling methods and carefully choosing age-appropriate storybooks can significantly improve student motivation and comprehension in the learning process.
Gomez (2010) questioned whether teachers should prioritize using simple books or authentic materials for children's language learning While simplified stories are quickly accessible and popular, especially among young learners, authentic texts provide a richer variety of real-language examples that can enhance students' language skills According to Ellis and Brewster, incorporating authentic materials is particularly beneficial for native English-speaking children, as it exposes them to realistic language use in context.
Gomez (2010) emphasized the importance of selecting appropriate stories tailored to students' age and linguistic levels to enhance language learning Meanwhile, Davies (2007) recommended that teachers personalize their stories to better meet students' needs, which can improve story comprehension and the effectiveness of storytelling styles.
Various storybooks are available from different publishers for teaching language in diverse contexts Selecting these storybooks carefully is essential to ensure they align with students’ ages and proficiency levels, as children may prefer stories tailored to their interests (Davies, 2007) In this study, the researcher will select stories approved by the center, as these are part of the center’s curriculum and have been thoroughly reviewed and tested by their department.
Challenges in using storytelling to teach vocabulary to very young learners
Teaching storytelling to very young learners in a second-language classroom presents numerous challenges related to teachers, students, and classroom materials These obstacles can affect the effectiveness of lessons and require tailored strategies to overcome issues such as engagement, language comprehension, and resource availability Addressing these challenges is essential for creating a successful and engaging storytelling experience for young learners learning a second language.
According to Wright (1987), there are two major roles that teachers possess in the classroom The first one is to establish the conditions for learning to occur or so-called
Effective teaching involves balancing the social and task-oriented aspects, where educators not only impart knowledge using diverse methods but also foster vital human connections within the classroom Teachers play a critical role through their teaching styles and approaches, yet this can pose challenges as they must successfully connect content, environment, and learners In preschool education, teachers are especially important for children’s language development, as their success depends heavily on the instructional strategies used Implementing storytelling as a teaching tool can be particularly demanding for teachers, requiring skill and dedication to engage young learners effectively while managing their own instructional responsibilities.
Effective teaching styles and techniques play a crucial role in promoting student engagement, especially in storytelling lessons with young learners Adapting teaching approaches to suit the characteristics of very young students is often necessary but can be challenging for teachers, as implementing new practices requires significant changes in their routines and decision-making processes Resistance to change may stem from teachers' existing mental constructs, which tend to oppose alteration, making the adoption of innovative methods, such as storytelling, a complex process rooted in impulse, intuition, or routine.
(Richards, 1998, p.21) This factor then becomes an obstacle to teachers in teaching preventing their development of the profession
Effective storytelling in preschool education depends on teachers' ability to give clear instructions and engage students through varied instruction methods, including gestures, visual and auditory aids, and tone variation, as emphasized by Enright (1991) Besides language acquisition, storytelling should convey moral lessons that help students understand real-life values and life skills Conducting interactive storytelling sessions that involve all children requires teachers to adopt appropriate teaching approaches, ensuring active participation and maximizing lesson success.
There are many problems which this type of learners can cause in a story-telling lesson In terms of their unique charcteristics mentioned above by Reilly and Ward
Short attention spans and the silent period can pose significant challenges for teachers during lessons, impacting student engagement To address this, educators must develop diverse teaching techniques and strategies, especially in storytelling lessons, to ensure effective knowledge transfer Additionally, young learners are often considered slower in grammar acquisition compared to adult learners, but this does not necessarily hinder their overall language development, as learning duration alone does not directly influence their general learning progress (Harley et al., 1995).
At the start of a lesson, students often struggle to understand the tasks assigned by their teachers, leading to a disconnect between participation and effective learning According to Pintrich (2013), student engagement in classroom activities does not necessarily indicate genuine studying or learning While some suggest that the benefits of initial participation may manifest at later stages, measuring the true effectiveness of this participation remains challenging.
2.6.3 Derived from materials and other factors
Creating effective educational applications faces several challenges, including physical learning environments and the storage of high-quality content The physical setting plays a crucial role in motivating or discouraging students and teachers, impacting overall engagement and learning outcomes (Lackney, 1999, as cited in Lei) Ensuring a conducive environment and managing qualified stories are essential for the success of such educational tools.
2010) Hence, this factor might somehow affect the teachers and students in the lessons and can be a cause of challenges to them Furthermore, Bland and Lütge
According to 2013 research, the lack of diverse motivating stories can hinder not only the effectiveness of storytelling in language teaching but also limit students’ opportunities to become proficient readers This scarcity of engaging stories may leave teachers without the necessary resources to deliver effective storytelling lessons to young learners, ultimately impacting their language development and literacy skills.
Elaf’s (2012) research highlighted the challenges of using storytelling to teach vocabulary, particularly issues like students’ short attention spans and difficult story contexts The study found that learners struggle to memorize大量新词, raising questions about how to effectively address these problematic aspects within storytelling lessons To overcome these challenges, Pham (2017) recommended that teachers carefully plan their storytelling lessons by focusing on how to connect words, select appropriate characters, and incorporate visuals to enhance understanding These strategies aim to improve the effectiveness of storytelling as a vocabulary teaching technique in different educational contexts.
Conceptual framework
This study examines teachers' practices and perceptions of using storytelling to teach vocabulary to very young learners It focuses on how teachers integrate storytelling into their vocabulary lessons and their common methods of practice Teachers perceive this approach as effective but also face certain challenges when applying it to young learners Additionally, their insights include suggestions for designing more effective storytelling-based vocabulary lessons Overall, the research highlights the impact of storytelling on vocabulary acquisition and offers practical recommendations for educators.
The table summarizes the key factors involved in the current study, serving as a foundational framework that guides the research design This theoretical framework provides essential direction for developing research instruments such as questionnaires, observational forms, and interview items By grounding all data collection tools in this framework, the study ensures a coherent approach aligned with its core concepts and objectives.
Table 2 1: Conceptual framework of the study
Teachers’ practice and perceptions of storytelling application in very-young-learner classes Storytelling application to teach vocabulary to very young learners
General practice of vocabulary teaching to
Perceptions Effectiveness of storytelling lessons
Motivation and attitudes improvement (Ellis & Brewster, 2014; Elkilic & Akca’s, 2008; Safdarian & Ghyas, 2013)
Creativity and imagination development (Kampylis & Berki, 2014; Huffaker,
Language knowledge and skills enhancement (Nation
Vocabulary development (Nunan, 2011; Rashid, 2011; Abdul-Ameer, 2014; Kalantari & Hashemian,
From teachers (Wright, 1987; Heimlich &Norland, 1994; Richards, 1998)
From students (Reilly & Ward, 2003; Pintrich, 2013)
From materials and others (Lei, 2010; Bland &Lutge,
Teachers’ suggestions for an effective storytelling lesson