INTRODUCTION
Background of the study
In today's globalized world, countries have numerous opportunities for collaboration across various fields, highlighting the necessity of a universal language English plays a crucial role as it fosters mutual understanding and strengthens international relationships In Vietnam, English is now a mandatory subject in all educational institutions, equipping students with essential communication skills to access scientific knowledge, advanced technology, and diverse cultures, thereby facilitating their integration into the global landscape.
In the Vietnamese educational context, learners face significant challenges in developing essential English skills: listening, speaking, reading, and writing Tran (2005) highlights critical issues in English language teaching at Vietnamese universities, including large class sizes, a lack of authentic language contexts, an emphasis on traditional form-focused instruction over interactive methods, and the generally low proficiency levels of students upon entering university As a result, many students struggle to communicate effectively in English, even with basic sentences.
Despite significant efforts by universities to enhance English proficiency among students, including improving teacher qualifications and adopting new teaching methods, the overall level of English proficiency among university students remains unsatisfactory (Tran, 2005).
Students in Vietnam face challenges in learning to speak English primarily because the language is seldom used outside the classroom The focus on traditional pedagogical methods, which prioritize grammar and vocabulary over communicative competence, hinders effective learning (Le, 2002; Anh, 2012) Additionally, factors such as insufficient class time for English, the absence of speaking components in assessments, varying student proficiency levels, large class sizes, limited institutional support, and a lack of student motivation further diminish teaching quality (Hong et al., 2015) Consequently, students experience restricted exposure to the target language and limited opportunities for practice, leading to a reluctance to engage in speaking activities during class.
To address the challenges in teaching English as a foreign language, teachers must implement effective, dynamic teaching techniques that enhance student motivation in learning to speak English This involves providing meaningful input, utilizing appropriate communicative methods, and incorporating authentic materials to foster learners' communicative competence in specific contexts Research indicates that storytelling is a powerful technique for improving students' speaking performance, as highlighted by Rachmawaty & Hermagustiana (2010) Despite this, the author has not previously utilized storytelling in her teaching Therefore, she aims to explore the effects of storytelling on enhancing students' speaking skills to fulfill her educational objectives and hypotheses.
In the second semester of the 2015 academic year at the University of Transport and Communications – Campus 2 (UTC2), observations revealed that most teachers primarily focused on traditional methods, spending significant time on language explanations, word-for-word translations, and written tasks Despite utilizing a curriculum titled "General English," compiled by experienced educators, students struggled with speaking English effectively and expressed dissatisfaction with the teaching methods The midterm tests emphasized grammar and vocabulary, yet the students' one year of general English and one semester of English for Specific Purposes (ESP) did not translate into proficiency in spoken English.
While previous studies on storytelling primarily focused on young learners in primary and secondary education, the author questioned its effectiveness for enhancing speaking skills among first-year English non-majored university students This inquiry led to the decision to utilize storytelling as a technique aimed at improving the English speaking performance of these students at UTC2.
Statement of problem
Many Vietnamese English teachers, particularly at the University of Transport and Communications – Campus 2, face challenges in effectively developing students' speaking skills This study aims to address these challenges and explore effective strategies for enhancing speaking proficiency among students.
- Find out the effects of storytelling on speaking performance among students of English at the University of Transport and Communications – Campus 2
Also, in order for the author to define the effects of storytelling techniques, another main objective of the study reported in the thesis is:
- Explore students‟ attitudes towards using storytelling technique in class
To achieve the above – presented aim, the first research question that the author attempts to answer is:
Does the storytelling technique have positive effects on experimental group’s speaking performance?
To investigate the impact of storytelling techniques on UTC2 students' speaking performance, it is essential to examine their attitudes towards learning through storytelling.
What are UTC2 students’ attitudes after the use of storytelling technique?
The study is conducted with an attempt to work out the answer to the following main hypotheses:
- H 1: The experimental group will significantly improve their English speaking performance when compared the pre test with the post test
The experimental group of students demonstrated positive attitudes towards the use of storytelling techniques in the classroom This study aimed to refute the notion that storytelling is ineffective for enhancing students' English speaking skills, providing compelling evidence through classroom experiments.
Significance of the study
Effective English communication is crucial for students majoring in civil engineering and economics in today's integrated world This study aims to evaluate the effectiveness of storytelling as a teaching technique for enhancing English speaking skills compared to traditional methods If successful, the research will highlight the positive impact of storytelling on UTC2 students' speaking abilities and their favorable attitudes towards this approach Consequently, English teachers at UTC2 could implement storytelling techniques to significantly boost students' speaking performance.
Scope of the study
The University of Transport and Communications – Campus 2 established in
In 1990, one of the largest universities in District 9, Ho Chi Minh City, focuses on educating students in civil engineering and economics English is a compulsory subject for all students The author was assigned to teach a class of 38 first-year economics majors, which served as the basis for an experimental research study.
Organization of the thesis
This thesis is structured into five chapters: (1) Introduction, (2) Literature Review, (3) Research Methodology, (4) Data Analysis and Discussion, and (5) Conclusion Chapter 1 outlines the study's background, aims, questions, hypotheses, significance, and organization Chapter 2 emphasizes the importance of reviewing relevant literature on speaking and storytelling Chapter 3 details the research design and methodology, including data collection methods, research questions, participants, materials, instruments, and study procedures Chapter 4 focuses on the analysis and interpretation of the collected data Finally, Chapter 5 presents conclusions drawn from the findings, offers suggestions and implications, addresses the study's weaknesses, and provides recommendations for future research.
LITERATURE REVIEW
The nature of speaking
Understanding the impact of storytelling on teaching and learning speaking skills requires a comprehensive grasp of the definition of speaking, as articulated by various educators.
Speaking is a crucial skill for effective communication, as highlighted by Wulandari (2009), who emphasizes the importance of fluency and accuracy in conversations Harmer (2007) supports this by noting that speaking must be developed independently of grammar instruction, requiring knowledge of speech acts, discourse, grammar, vocabulary, and phonology Bygate (1991) adds that interaction skills involve making communication decisions while maintaining relationships, while Cohen (1994) defines fluent speakers as those who appropriately use vocabulary and structures in various contexts.
Speaking is the skill of effectively communicating information with fluency and precision, which involves the careful selection and usage of vocabulary and structures To achieve success in speaking, both teachers and students must grasp the essential components that contribute to this ability.
Syakur (1987) reveals that speaking is a complex skill because at least it is concerned with components of grammar, vocabulary, pronunciation, and fluency as detailed
Grammar is essential for structuring correct sentences in conversation, enabling effective communication Mastering grammar enhances proficiency in both spoken and written language According to Chin (2000), understanding grammar is crucial for achieving expertise in language use.
Grammar encompasses the sound, structure, and meaning of language, forming an essential component of communication Every language possesses its unique grammatical rules, which work in tandem with vocabulary to construct coherent sentences.
Vocabulary refers to the appropriate diction used in conversation, and having a sufficient vocabulary is essential for effective communication Learners must pay attention to pronunciation, a key aspect of phonology, to speak English well To speak proficiently, one should be both fluent and accurate, which means maintaining a steady flow of language while ensuring correctness Fluency, in essence, involves the ability to express oneself smoothly and continuously.
According to Ur (2006), effective oral English activities should focus on both fluency and accuracy Fluency involves conveying meaning smoothly in various contexts, while accuracy pertains to the correct application of grammar, vocabulary, structures, and pronunciation.
To sum up, considering the components of speaking is really important because it relates to teachers‟ teaching methodologies as well as effective ways of teaching speaking.
Effective ways of teaching speaking
2.2.1 Considerable factors in teaching speaking
To effectively utilize storytelling in teaching speaking, it is essential to focus on students' fluency, which refers to their ability to express ideas effortlessly and at a natural pace Brown (2001) emphasizes that fluency is not limited to lengthy expressions; rather, it encompasses smooth and spontaneous communication.
Establishing a smooth "flow" of language is crucial, especially in concise segments Thornbury (2005) emphasizes that while fluency may include pauses, they should be infrequent and strategically placed at meaningful transition points In his research, he defines pausing as a necessary moment to allow the formulation of an utterance to align with its conceptualization, highlighting the importance of appropriate pause placement for effective communication.
To achieve fluency in English communication, students must persistently engage in conversations without allowing breakdowns in dialogue Additionally, it is essential for them to grasp the fundamental components of linguistic knowledge in English to enhance their speaking skills effectively.
Grammar is essential in learning English as it defines how meanings are constructed According to Brown (2001), grammar consists of the rules that dictate the arrangement and relationships of words within a sentence Harmer & Jeremy (2001) describe grammar as the framework that outlines how words can change forms and be combined to create sentences in the language.
Grammar serves as a crucial framework for the arrangement of words, clauses, and phrases in any language Understanding its significance is essential for effective communication, particularly in speaking.
Grammar plays a crucial role in developing language skills, including listening, writing, speaking, and reading To effectively master speaking skills, it is essential to understand grammatical word classes, systems, word order, patterns, and rules.
Students learn grammar to construct an infinite variety of sentences and enhance their communication skills Understanding the grammatical system of a language empowers them to grasp nuances and express themselves effectively Without a solid foundation in English grammar, students often find speaking challenging and uninteresting.
Learning vocabulary is crucial for mastering English language skills, as it enables effective communication According to David & Squire (1984), grammar and vocabulary are essential components of language; without grammar, understanding is limited, and without vocabulary, communication is impossible Harmer (1997) emphasizes that while language structures provide the framework, vocabulary adds substance and meaning Roger (2005) highlights that vocabulary is particularly vital for students, often outweighing grammar in importance for initial communication McCarthy (1990) further asserts that without a sufficient vocabulary, even a strong grasp of grammar and pronunciation cannot facilitate meaningful communication Therefore, effective methods for teaching and learning vocabulary are essential for achieving linguistic competence.
As can be seen in the article written by Clement (1986) (cited in Molberg,
Linguistic self-confidence, defined as the self-perception of second language competence coupled with low anxiety levels, is crucial for successful English communication (2010) Students must believe in their abilities to speak effectively, as noted by Eldred et al (2004), who assert that developing confidence is key to enhancing literacy, language, and numeracy skills Without confidence, students often hesitate to speak due to fear of making mistakes or losing face among peers Therefore, as English teachers, fostering language competence and boosting student confidence is essential for improving their speaking skills Ultimately, confident speaking also requires intrinsic motivation to learn.
Motivation, as defined by Lai (2011), encompasses intrinsic and extrinsic factors and is characterized by a network of beliefs, perceptions, values, interests, and actions Similarly, Harmer (1991) and Vallerand (1997) emphasize that motivation is strongly linked to students' effort, desire, and positive attitudes towards learning Deci et al (1999) also highlight the significance of motivation in the educational context.
Intrinsic motivation plays a crucial role in energizing and sustaining activities through the inherent satisfaction of effective action In the context of teaching English speaking, it is essential to enhance students' motivation and emphasize the importance of their efforts Engaging students in learning to speak English can be challenging, requiring teachers to employ effective techniques that integrate play and learning Ultimately, English teachers must consider various factors influencing speaking skills and master key principles of teaching speaking to foster a productive learning environment.
As stated by Bailey (2005), three main principles for teaching speaking should be acquired by teachers are:
The key principle in teaching speaking is for teachers to engage students by providing relevant topics that connect to their lessons Teachers act as facilitators, offering hints and ample opportunities for practice However, selecting dull or irrelevant topics can disengage students and diminish their interest in speaking activities.
Creating opportunities for student interaction through pair-work or group-work is essential for teaching speaking These collaborative settings allow students to engage in discussions and participate in speaking activities more freely, reducing their nervousness Additionally, working in groups or pairs fosters motivation, as students are driven to showcase their abilities and improve themselves Thus, incorporating these collaborative methods is crucial for enhancing students' oral skills in the classroom.
Bailey emphasizes the importance of arranging the physical environment to enhance student comfort and interest in speaking activities When students are placed in a suitable learning environment, they are more willing to engage in these activities, leading to improved participation and interaction.
In addition, according to Brown (2001), this author means that there are
To effectively address the diverse needs of learners, teachers should emphasize purposeful speaking through both language-based and message-based approaches By designing a variety of speaking activities, educators can enhance students' accuracy, interaction, meaning, and fluency in their communication skills.
Storytelling
Understanding the significance of storytelling in teaching English speaking skills requires exploring various definitions of storytelling Hinchman (1997) describes stories as structured discourses that connect events meaningfully for a specific audience, providing insights into the world and human experiences This sequential nature of storytelling engages students, enhancing their language learning Cameron (2001) emphasizes that storytelling is an oral activity designed for listening and participation, while Buurman (2007) highlights it as an art form that employs language, vocalization, and gestures to convey story elements to a live audience.
A study by Dujmovic (2006) at a school in Pula, Croatia, reveals that storytelling is a vibrant art form that fosters a joyful connection between the storyteller and the audience The children involved in the research demonstrated a strong interest in storytelling, highlighting its significance in engaging students However, effectively telling a story is a nuanced skill that involves selecting the right narrative, employing various storytelling techniques, and stimulating students' enthusiasm for learning English.
2.3.2 Characteristics of storytelling in teaching speaking
Selecting an appropriate story is essential for effectively teaching speaking skills in English Teachers must evaluate and determine the quality of a story based on three key principles These principles guide educators in choosing narratives that engage students and enhance their learning experience.
Cermák & Ivo (2004) emphasize the importance of flexibility in considering continuity, coherence, and universality when selecting a story, as these traits are influenced by the type of narrative employed The following section will provide various recommendations for choosing the appropriate story.
When selecting stories for students, it is essential to consider the pedagogical context According to Gabriel (2008), there are four primary types of stories: comic, tragic, epic, and romantic, each characterized by distinct modes related to the protagonist, plot, and predicament.
Rokhayani (2012) identifies various types of narratives, including fables, parables, myths, and legends, in her study conducted at a university in Indonesia Furthermore, Adrews, Hull, and DeMeester contribute to this understanding of storytelling.
In the book "Storytelling as an Instructional Method" (2010), four primary types of stories are identified: case-based, narrative-based, scenario-based, and problem-based However, it is essential to recognize a fifth type, which includes stories created by teachers, cultural narratives, stories that elicit physical responses, personal anecdotes, and everyday experiences commonly used in conversation Despite the variety of storytelling methods available, English teachers must exercise caution when incorporating storytelling into speaking classes, taking into account students' interests, experiences, and language proficiency levels.
This study utilized simple stories, including folktales and everyday events, tailored for elementary level students The author created lesson plans grounded in Alterio's storytelling model to enhance learning engagement and comprehension.
According to McDrury (2003) and Reinders (2011), folktales are effective tools for motivating students in oral performance learning Students relate to these stories, as they often reflect experiences from their own lives Many folktales are concise, making them time-efficient for classroom use Additionally, the events in these tales align with Brown’s principles of teaching speaking, emphasizing authentic language and motivation Hadaway et al (1992) further support this approach.
Folktales resonate with universal human experiences and challenges, making them an effective tool for enhancing student learning Incorporating these stories in the classroom creates a comfortable environment that encourages meaningful participation Additionally, activities related to the folktales foster student interaction in pairs and groups By sharing their own experiences and knowledge, students build confidence, while teachers have the opportunity to address and correct any mistakes.
2.3.4 Related studies to using storytelling in learning speaking English
2.3.4.1 Benefits of using storytelling in learning speaking English
Numerous studies have demonstrated that storytelling is one of the most effective techniques for enhancing students' speaking skills Koki (1998) highlights that storytelling not only stimulates students' imagination but also develops their language abilities To speak a language proficiently, students must master various aspects of communication This study investigates the impact of the storytelling technique on learners' comprehension of communicative language, aiming to determine its effectiveness in language acquisition.
First of all, using storytelling technique in class is a good way to help the students enhance their linguistic knowledge as well as vocabulary Defined by Heidi
According to Kim (1998) in the report "Storytelling in English as a Second Language (ESL)/English as a Foreign Language (EFL) Classrooms," presented at the University of Southern Illinois in Carbondale, storytelling significantly enhances linguistic competence for students learning English as a second language By hearing and sharing stories, students experience greater benefits in language development compared to other techniques, making storytelling an effective tool for practicing speaking skills.
In a study published in the journal for Pangeran Diponegoro Islamic College (STAI) in Nganjuk, East Java, researchers Akhyak & Indramawan (2013) found that incorporating storytelling into speaking lessons significantly enhances students' grammar, pronunciation, vocabulary, and overall content Storytelling often utilizes images that highlight key vocabulary, encouraging students to engage more actively in their learning and gradually improving their pronunciation, as evidenced by Wulan's (2013) research on improving pronunciation through storytelling The use of images in storytelling also leads to a notable increase in vocabulary, as demonstrated by the comparison of pre-test and post-test results Additionally, the study by Massa emphasizes storytelling as an effective strategy for enhancing the oral language skills of second language learners.
Storytelling has been shown to enhance students' vocabulary, knowledge, and sentence structure (2001) According to Applebee & Wellhousen (1993), as cited in Somdee & Suppasetseree (2013), incorporating stories in the classroom significantly improves language fluency and vocabulary Therefore, storytelling is considered an effective method for boosting students' speaking performance, particularly when motivation is present.
Utilizing storytelling in teaching speaking significantly enhances student motivation and creates an enjoyable learning environment At TK Islam Terpadu Sabilillah Sukoharjo in the 2012/2013 academic year, students reported increased motivation and engagement when learning a language through stories (Wulan, 2013) According to Geisler (1997) in "Storytelling Professional: The Nuts and Bolts of a Working Performer," even students with low motivation and academic challenges tend to be more engaged and willing to participate in storytelling contexts Furthermore, storytelling not only captivates young learners but also requires minimal preparation, making it an effective tool for teachers As noted by Colon-Vila, storytelling helps ESL learners build self-confidence and encourages spontaneous and creative self-expression.
Lesson plans design
Designing lesson plans played a crucial role in collecting research data and fulfilling the study's requirements These lesson plans served as a treatment tool, making their design a primary responsibility for the author and other teachers in the Department They were developed based on the Alterio & McDrury theory (2003), which received approval from the dean and faculty The author, under the dean's supervision, was tasked with creating these lesson plans prior to the treatment, highlighting the necessity of thoroughly understanding Alterio & McDrury's theory for detailed insights.
Alterio & McDrury (2003) in "Learning through Storytelling in Higher Education" outline five stages of learning activities through storytelling: story finding, storytelling, story expanding, story processing, and story reconstructing, all of which enhance reflective learning Choosing to implement these stages aligns well with the principles of teaching speaking and the nature of spoken communication Their framework includes activities that utilize authentic materials, fostering active participation and allowing participants to express their interests and feelings comfortably The following sections will provide a detailed exploration of each stage.
Stage 1: Story finding (noticing, tuning into): This one is to present a story (via a video, picture) that raises development issues or have students find and present a story on a specified topic or on a social topic that interests them
Stage 2: Story telling (describing, making sense): Helping students to make initial sense of the story is a purpose of such stage by answering some of the questions about meanings of a story, students’ feelings and curiousness
Stage 3: Story expanding (reflecting on, making meaning): In order for students to reflect on deeper meanings of a story, such questions should be answered (how is this similar/ different to how you live, how would you feel in their position, imagine yourself as this person)
Stage 4: Story processing (working with meaning): On purpose so as for students to interrogate the issues relevant to the story, it is required to address facts and figures of a story, investigate and debate causes in a story as well as find out more about people living in a similar situation and what that means for people
Stage 5: Story reconstructing (transformative learning): These is a chance for students to explore how they might be activist and take a stance to change the story by reflecting on the ways of lifestyle and questioning the assumptions/ implications and the last to do is investigating options for collective social actions
The stages discussed incorporate reflective learning through storytelling, providing significant benefits for adult learners by allowing them to contemplate their experiences and lives The narratives featured in the book are drawn from pertinent personal or professional experiences, highlighting the value of storytelling as emphasized by Alterio & McDrury.
According to Alterio & McDrury (2003), their research emphasizes that storytelling enhances students' creativity and flexibility in learning Their structured lesson plans, based on five distinct stages, are particularly effective in improving students' oral performance.
In his 2011 article, Reinders outlines key options for effectively planning storytelling activities, emphasizing the importance of a structured lesson plan He identifies three essential stages: preparing students, conducting the storytelling activity, and concluding the experience.
Preparing students: This activity is for helping students to be more self confident
In the classroom, a teacher must clearly explain the activity and provide a rationale, ensuring that students understand both the tasks at hand and the expected outcomes.
For effective collaboration, it is recommended to work in pairs and groups to develop a storyboard This process culminates in sharing the stories, where students are tasked with providing feedback on their peers' narratives.
Concluding activities: Students are responsible for performing their work and giving feedbacks is a teacher’s duty in the last stage
According to Alterio & McDrury's theory, the lesson plan format is complex and may not be suitable for elementary students, who are expected to provide simple, brief descriptions of events and personal experiences (National Foreign Language Project, 2020) Specifically, the final stage outlined by Alterio may pose challenges for young learners.
McDrury's theory, which encourages students to reflect on their personal lives to alter a story, is deemed unsuitable for the research participants In contrast, Reinders' (2011) suggested methods are more appropriate and easily applicable for the participants' skill level, as each step is clearly outlined for effective lesson planning The author will adopt Reinders' three-stage format for the study Although the first four steps of Alterio & McDrury's theory are incorporated into the lesson plans, they are designed to be simple, enabling elementary students to easily engage with the material These activities provide opportunities for students to share and reflect on their experiences, while also allowing them to creatively expand upon short folktales with their own meaningful endings All storytelling activities will be conducted over four fifty-minute sessions, ensuring that participants can actively practice their oral performance under the teacher's guidance.
In brief, lesson plan design will be adapted and lesson plan samples will be shown in the next chapter.
Chapter summary
This chapter reviews various literature on speaking and storytelling, providing a theoretical framework that offers a comprehensive overview of the study It highlights the positive impact of storytelling on speaking performance, specifically in pronunciation, vocabulary, fluency, and accuracy This valuable information aids the author in developing a clear study methodology, which is detailed in Chapter 3.
METHODOLOGY
Research setting
The study was conducted at the University of Transport and Communication in District 9, Ho Chi Minh City, which specializes in civil engineering, construction economics, accounting, and mechanical engineering In the first semester, the "General English" textbook for elementary students was utilized for A2-level classes, particularly for students in civil engineering and economics The university's teaching and learning facilities were enhanced by the National Foreign Languages 2020 Project Students were expected to adhere strictly to school regulations, including punctuality, regular attendance, and active participation, as their assessments were based on their learning attitudes and performances.
Research design
The pre-test-post-test quasi-experimental design is widely utilized in pedagogical research, as noted by McMillan & Schumacher (2001), to assess the causal impact of interventions on target populations This design is particularly relevant when random assignment is not feasible, thereby enhancing the internal validity of the study In this instance, the researcher, who managed and taught a single class, implemented storytelling techniques to improve speaking skills among 38 first-year students Due to participant limitations, a one-group design was employed However, it is important to acknowledge that other factors, aside from the independent variable, may influence changes observed between pre-test and post-test results.
After the post-test, the author aimed to compare the current term's test results with those from the previous term, using consistent marking criteria to assess student improvement accurately Quantitative methods were essential for analyzing participants' test scores and their attitudes toward storytelling, while qualitative methods would provide deeper insights into students' perspectives This combined approach sought to gather comprehensive data on students' storytelling usage, ultimately enhancing the reliability of the study.
Research participants
The research involved two participant groups: students and teachers The experimental group consisted solely of students taught by the author, while four additional teachers assisted in assessing the test results.
A study involving 38 first-year construction economics students, aged 18 to 21, was conducted to assess their English language skills All participants had seven years of English learning experience and were beginning their second semester of general English at the university.
The author, a full-time university teacher, selected an A2 class for her research due to its unique challenges, including the students' low English proficiency and poor speaking performance Without a control group, she designed a quasi-experiment, acknowledging potential drawbacks while aiming to enhance students' speaking skills through storytelling Balancing Vietnamese and English was crucial, as the required knowledge often exceeded the students' comprehension Motivated by these circumstances, the author implemented her storytelling methodology to effectively support her students' improvement in speaking performance.
The absence of a control group made it challenging to assess the reliability and validity of the experimental group's speaking test results The author, acting as a participant observer, conducted lessons while closely monitoring student reactions to gather trustworthy insights for the research questions Observations were documented through note-taking during the treatment phase Additionally, interviews were conducted to gain a deeper understanding of participants' enjoyment of learning English through storytelling, including their reasons for this preference and suggestions for effective storytelling methods.
Table 4 The distribution of the EG
The dedicated teacher responsible for the experimental group's English instruction implemented storytelling activities over a month-long course, adhering to the syllabus set by the English Department and following the lesson plans created by the author The A2 level course typically spans 10 weeks with six periods each, encompassing eight units and two additional sessions for final test preparation Each unit focuses on developing the four essential English skills—speaking, listening, reading, and writing—while also emphasizing grammar and vocabulary, ensuring a balanced approach to language learning.
To achieve the study's objectives, collaboration with colleagues from the English section was essential Four teachers participated voluntarily: three experienced female educators with over five years of university-level English teaching and master's degrees, and one male teacher with two years of experience and a bachelor's degree All participants were knowledgeable in evaluating speaking performance Data for the pre-test and post-test was collected by two teachers who assessed the participants' speaking abilities using Ur's speaking evaluation format (2006).
Research tools
Based on storytelling theory and characteristics, the author explored age-appropriate stories for students during four classroom lessons focused on storytelling activities The selected stories were designed to align with both storytelling principles and the students' comprehension levels Emphasizing simple, short narratives, the author integrated communicative activities to enhance lesson design The stories were sourced from various materials, including videos, images, and everyday experiences After the lessons, student interviews were conducted to provide subjective and valid evaluations of the storytelling's impact.
To provide a comprehensive overview of the study, it is essential to outline the lesson plan model and its connection to storytelling Lesson plans served as a treatment tool, with detailed design guidelines discussed in section 2.4 Generally, the lesson plan samples followed Reinders' (2011) three-stage framework, which includes preparing students, conducting activities, and concluding activities These activities encompassed story finding, storytelling, story expanding, and story processing, as highlighted by Alterio & McDrury.
In 2003, storytelling activities were implemented over four fifty-minute sessions, beginning with a warm-up lesson to prepare participants The second stage involved conducting lessons based on lesson plan samples, encouraging communication and idea expression through pair and group work The focus was on the communicative purpose of the activities and providing teacher feedback on participants' performance, ensuring they practiced their oral skills under guidance The author noted students' actions and visual attitudes throughout the lessons, documenting observations to maintain clarity To enhance objectivity and avoid bias, tests, questionnaires, and interviews were utilized to gather a broader perspective on the research outcomes post-treatment.
In brief, all four lesson plans were similar in the design and the detail of each lesson plan can be summarized in the table below
Table 5 Summary of adaptable lesson plans Lessons
Stages Lesson 1 Lesson 2 Lesson 3 Lesson 4
Pre pa ri n g A ct iv it y 1
- Introduction of the lesson by watching a video
- Preparation for telling “Old days” stories (Pair work)
C onduct ing A ct iv it y 1
C oncl ud ing A ct iv it y 1
The Key English Test (KET) is a widely recognized assessment that aligns with the English proficiency requirements of universities, specifically targeting a B1 level on the CEFR scale Students typically prepare for KET by studying an elementary curriculum that enhances their grammar, vocabulary, and four essential language skills KET, along with assessment materials from Cambridge Publishers, serves as a reliable tool for evaluating students' English abilities, especially when compared to less standardized speaking tests designed by teachers This test also provides valuable data that helps participants familiarize themselves with their final exams KET consists of two parts: the first part involves personal information questions lasting five to six minutes, while the second part, lasting eight minutes, requires candidates to engage in question-and-answer sessions using examiner-provided cards This structured approach effectively evaluates students’ speaking performance based on established criteria.
The pre-test, detailed in Appendix 1, was conducted using the KET framework to evaluate the English proficiency of a group of 38 students prior to the experiment This assessment, aligned with Cambridge English Language Assessment criteria (2011), ensured that the speaking abilities of participants in both the experimental and control groups were comparable The test comprised two parts, with participants spending 14 minutes answering personal questions in the first section and engaging in pair work using cards in the second section.
Students‟ pre test speaking performance was recorded and given marks before implementing storytelling in teaching speaking The result showed the average of marking points of the group had
The Absolute Sound Recorder (ASR) was utilized to capture the oral tests of 38 students, with the author verifying the scores assigned by both the assessors and themselves to ensure consistency The speaking evaluation format from 2011 was deemed suitable for assessing the students' performance, as shown in Table 6 Additionally, during the pre-test phase, the author conducted brief interviews to determine if participants were engaging in English language learning outside of the classroom.
In this study, storytelling was implemented as a method for enhancing English speaking skills in the experimental group (EG) over a one-month period, with lesson plans developed collaboratively by the author and UTC2 teachers To strengthen internal validity in the absence of a control group, the author focused on a single-month treatment However, factors such as participant maturation and testing may have influenced the differences observed between pre-test and post-test results The stories utilized in the lesson plans were sourced from various reference books At the conclusion of the treatment, a post-test, formatted identically to the pre-test, was administered, following the rationale outlined by Campbell & Stanley (cited in Babbie).
In 2007, the authors recognized that the results from pre-test and post-test assessments during treatment would be crucial They suggested that the testing process might impact participants' behavior, leading to increased sensitivity by the time the post-test was administered This awareness could encourage participants to engage more freely in the testing, minimizing its influence on research data Additionally, employing the KET test as both a pre-test and post-test familiarized students with the compulsory final exam required for all UTC2 students.
To evaluate students' speaking performance in pronunciation, vocabulary, accuracy, and fluency, the author selected the KET international standard tests for both pre and post assessments Two examiners, including the author and another English teacher as interlocutors, along with two assessors, were involved in the process The author posed questions to the students while the assessors evaluated their speaking performances Both assessments followed the same format and criteria The author found that incorporating storytelling positively impacted students' speaking abilities, despite their expected limitations in fluency and accuracy Consequently, the speaking criteria scale by Cambridge English Language Assessment was redesigned to better suit elementary-level students, ensuring clarity in grammatical forms and focusing on essential vocabulary and phonological features This simplification aimed to make the scale more accessible for assessors and aligned with the KET testing standards.
Table 6 The Criteria for the oral tests (Adapted by Cambridge English Language Assessment (2011))
2 Grammar and Vocabulary Pronunciation Interactive
- Shows a good control of simple grammatical forms
(simple present, present continuous, present perfect, simple past, past continuous, will/ be going to, modals)
- Uses a lot of different and appropriate vocabulary when talking about everyday situations
Is mostly easy to understand, and has some intonation, stress
- Requires very little prompting (pausing) and support
8 12 Performance shares features of Bands 3 and 5
- Shows sufficient control of simple grammatical forms
- Uses appropriate vocabulary to talk about everyday situations
Is mostly easy to understand, despite limited intonation and stress
- Maintains simple exchanges, despite some difficulty
3 7 Performance shares features of Bands 1 and 3
- Shows only limited control of a few grammatical forms
- Uses a vocabulary of isolated words and phrases
Has very limited intonation, stress and is often difficult to understand
- Has considerable difficulty maintaining simple exchanges
- Requires additional prompting and support
The pre-test and post-test results will be evaluated by two assessors to ensure objectivity and enhance data reliability, with the aim of minimizing bias related to storytelling These scores will not be included in the study's data collection To maintain consistency, the assessments will be conducted over four tests within one month Following each week of treatment, two English teachers and the author will collaboratively evaluate and score the students' speaking performances.
The quantitative analysis for the pre-test and post-test was conducted using version 22.0 of the Statistical Package for the Social Sciences This process involved establishing two types of hypotheses: null hypotheses and alternative hypotheses, as outlined in Part 2.3.5.
After making the hypotheses, it is needed to choose the level of significance
In this study, a significance level of 5% was established to assess the effectiveness of the intervention A Paired Samples T-test was conducted to compare the mean speaking scores of participants from pre-test to post-test within each group, allowing for an evaluation of their speaking development after the study The author utilized a specific formula to calculate the relevant parameters.
In a Paired Samples T-test, the mean difference (d) between two samples is analyzed, with s² representing the sample variance and n indicating the sample size The test statistic t is computed with n-1 degrees of freedom The calculated t value is then compared to the critical value at a 5% significance level If the calculated t exceeds the table value, the null hypothesis is rejected, indicating a significant mean difference between the paired samples Conversely, if the calculated t is less than the table value, the null hypothesis is accepted, suggesting no significant mean difference exists.
The questionnaire was developed to validate the benefits and drawbacks of storytelling based on participants' test results To ensure clarity of the author's concepts and intentions, it was piloted with 10 students before being distributed to all participants.
The piloted questionnaire comprised two sections focusing on students' backgrounds and their perceptions of storytelling's impact on enhancing English oral performance The second section included 14 items on a five-point Likert scale, addressing four potential benefits and several drawbacks of storytelling in speaking education, along with learners' suggestions After two days of treatment, 38 participants completed the questionnaire, contributing valuable data Analysis of the data revealed a positive student attitude towards storytelling as a means of improving speaking skills Moving forward, the author aims to investigate additional benefits and drawbacks of storytelling, incorporating hypothetical advantages and refining the questions for clarity.
Data collection procedure
The procedure of the current research was summarized in the main stages as presented in the following table:
Table 8 The brief summary of study procedure
Pre test Aug 24 th , 2015 38 students
Post test Sep 21 st, 2015 38 students
Questionnaire & Interview Sep 22 nd 38 students
The study conducted over six weeks involved three speaking lessons each week, as outlined by the university's schedule On the first day, a pre-test was administered to the experimental group to assess their speaking performance, using the KET framework Each pair of learners participated in the test for approximately 14 minutes, during which both an interlocutor and an assessor observed and scored their performances The sessions were recorded for further evaluation to ensure reliable scoring After completing the test, the speaking performances were collected, and scores given by two teachers were compared to identify the most accurate assessments for the learners Finally, the scores were analyzed using SPSS software to calculate the mean.
During the initial six weeks, the experimental group engaged in storytelling activities during speaking sessions, designed meticulously by the author Weekly assessments using the KET were conducted to monitor improvements in the participants' speaking abilities Additionally, two participants provided reflections on the use of storytelling in the classroom, highlighting its impact on their learning experience.
In the sixth week of the course, a post-test was conducted to evaluate the progress of learners' speaking skills, using the same format and duration as the pre-test but with different topics The speaking performances were assessed according to the Cambridge English Language Assessment criteria (2011) by two teachers from the department The resulting scores were then analyzed using SPSS software to address the research questionnaire.
In terms of questionnaire, before analyzing the data, the author accomplished the data coding The five-point Likert scale that ranges from “strongly disagree” to
The study utilized a coding system where responses of "strongly agree" were assigned values from 1 to 5 After data entry, descriptive statistics were conducted to determine the mean and standard deviation for each item and cluster To compare learners' speaking performances, a Paired Samples T-Test was employed, analyzing the means of two variables within a single group by calculating the differences for each case The overall research process is illustrated in a summary diagram.
Diagram 2 The procedure of study
Chapter summary
This chapter outlines the methodology used to gather information for addressing the research questions, detailing the research site and participants involved It also justifies the types of data required and the author's chosen methods for data collection.
Utilizing both quantitative and qualitative methods, the author initiated her data collection process Upon completing this phase of her research, she proceeded to analyze the gathered data The following chapter will provide a detailed presentation of the data analysis.
