Using a story based approach to teach and learn english grammar at avmc and its effectiveness teachers and learners perception

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE USING A STORY-BASED APPROACH TO TEACH AND LEARN EN

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY

UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

USING A STORY-BASED APPROACH TO TEACH AND LEARN ENGLISH GRAMMAR AT AVMC AND ITS EFFECTIVENESS – TEACHERS AND LEARNERS’

PERCEPTION

A thesis submitted to the Faculty of English Linguistics and Literature

in partial fulfillment of the Master’s degree in TESOL

By

NGO THI NGOC TRAM

Supervised by

PHAN THI KIM LOAN, Ph.D

HO CHI MINH CITY, MAY 2023

ACKNOWLEDGEMENTS

First of all, I would like to express my deepest gratitude to my supervisor, Phan Thi Kim Loan Ph.D It has been my luck to have a great chance to work with my kind supervisor who allows me to discover freely most of the things by myself, and at the same time enthusiastically help me when I get stuck with my thesis It is also grateful for her extremely careful proof-reading and support for my writing Moreover, her patience and considerable enthusiasm for a slow researcher like me is really admirable Had there not been her support and devotion, I would not have finished my thesis

My next heartfelt gratitude is given to my warmhearted friend who always encourages

me to overcome my tiredness and wholeheartedly supported me in my research progress She also helped me pilot some of the instruments used in my study Moreover, profound thanks also go to my colleagues, who has enthusiastically upheld me in the data collection process

I also genuinely owe my teachers, friends, and students for their stimulation and consultation during the process of administering my study and writing the thesis which requires a lot of trial and contains plenty of difficulties, but brings a great meaning to

me Lastly but very important, my sincere acknowledgement is brought to my family who always support and boost me all the time to finish my work All in all, without their strong support, I cannot surmount all my obstacles, and have great effort to push me to spend time conducting the study and complete it as soon as possible

STATEMENT OF ORIGINALITY

I certify that this thesis entitled “USING A STORY-BASED APPROACH TO

TEACH AND LEARN ENGLISH GRAMMAR AT AVMC AND ITS EFFECTIVENESS –TEACHERS’ AND LEARNERS’ PERCEPTION” is my own

work

This thesis has not been submitted for the reward of any diploma or degree in any other institutions

Ho Chi Minh City,June 9th, 2023

Ngo Thi Ngoc Tram

RETENTION AND USE OF THE THESIS

I hereby state that I, Ngo Thi Ngoc Tram, being the candidate for the degree of Master

in TESOL, accept the requirements of the University relating to the retention and use

of Master’s Thesis deposited in the Library

In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for the purpose of study and research under the normal conditions established by the Library for the care, loan, or reproduction of the theses

Ho Chi Minh City, June 3rd, 2023

Ngo Thi Ngoc Tram

TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION 15

1.1 Background to the study 15

1.2 Aim of the study 17

1.3 Research questions 17

`1.4 Significance of the study 18

1.5 Scope of the study 18

1.6 Organization of chapters 18

CHAPTER 2: LITERATURE REVIEW 20

2.1 Story-based approach 20

2.1.1 Definitions of the story-based approach 20

2.1.2 Requirements of storytelling 21

2.1.3 Kinds of Storytelling 22

2.1.3.1 Available stories and self-designed stories 22

2.1.3.2 Online storytelling and face-to-face storytelling 22

2.1.3.3 Story reading and storytelling 23

2.1.4 Function of Storytelling in Education 23

2.1.5 Story-based approach’s benefits to grammar teaching and learning 25

2.1.6 The effects of storytelling on morals and thinking 26

2.2 Grammar 28

2.2.1 Grammar definition 28

2.2.2 Methods to teach grammar 29

2.2.2.1 The deductive approach 29

2.2.2.2 The inductive approach 31

2.2.3 Difficulties in learning and teaching grammar 32

2.2.4 Role of grammar in teaching and learning a language 33

2.3 PACE Model to teach Grammar through the Storytelling approach 34

2.3.1 Presentation 34

2.3.2 Attention 35

2.3.3 Co-Construction 35

2.3.4 Extension 36

2.3.5 An example of the PACE model 36

- Presentation: 36

- Attention: 37

- Co-construction: 37

- Extension: 37

2.4 Teachers’ and learners’ perception of the effectiveness of storytelling in grammar teaching 37

2.4.1 Definition of Perception 37

2.4.2 Teachers’ and learners’ perception towards the application of storytelling in grammar teaching and learning 39

2.5 Previous study 40

2.6 Conceptual framework 41

2.7 Summary 43

CHAPTER 3: METHODOLOGY 44

3.1 Research design 44

3.2 Research site 45

3.3 Participants 45

3.4 Teaching materials 48

3.4.1 Design of the teaching materials 48

3.5 Research instrument 50

3.5.1 Interview 50

3.5.2 Teacher interviews 52

3.5.3 Learner interviews 52

3.6 Data collection procedure 53

3.7 Data analysis procedures 54

3.8 Summary 56

CHAPTER IV: FINDINGS AND DISCUSSION 58

4.1 Teachers’ and learners’ perception about using the story-based approach in teaching and learning grammar 58

4.1.1 Teachers’s and learners’ perception about grammar 58

4.1.1.1 The importance of grammar in teaching English 58

Learners’ perception 59

4.1.1.2 Effective teaching methods to teach English grammar in an English language class in Vietnam 63

Teachers’ perception 63

Learners’ perception 65

4.1.1.3 Criteria for Grammar Explanation 70

Teachers’ perception 70

Students’ perception 71

4.1.2 The necessity and effectiveness of the application of storytelling in grammar instruction 74

4.1.2.1 Teachers’ perception 74

4.1.2.1.1 Entertainment 74

4.1.2.1.2 Complex grammatical structures 75

4.1.2.1.3 Confidence 76

4.1.2.2 Students’ perception 78

4.1.2.2.1 Entertainment 78

4.1.2.2.2 Increase in communication 80

4.1.2.2.3 Increase in Confidence 81

4.1.2.2.4 Creativity 83

4.1.2.2.5 Co-constructing knowledge 84

4.1.2.2.6 Acquisition of simple and complex grammar structures via frequent grammar structure repetition in the stories 85

4.1.2.2.7 The increase in interaction 86

4.1.2.2.8 A clear impression of moral truth 87

4.2 The effects of storytelling in grammar instruction on the success of students' English grammar acquisition 91

4.2.1 Teachers’ and learners’ behavior and activities in using the story-based approach in teaching grammar 91

4.2.1.1 Teachers’ perception 91

4.2.1.1.1 Story choice 91

4.2.1.1.2 Story topics 92

4.2.1.1.3 Story length 92

4.2.1.1.4 Vocabulary level 92

4.2.1.2 Students’ perception 93

4.2.1.2.1 Story choice 93

4.2.1.2.2 Story topics 94

4.2.1.2.3 Story length 95

4.2.1.2.4 Vocabulary level 96

4.2.2 The effects of storytelling on learners’ perception of English language acquisition 101

4.2.2.1.1 Motivation for grammar study 101

4.2.2.1.2 Natural language absorption 101

4.2.2.1.3 Concentration on the grammar lessons 102

4.2.2.1.4 The increase in vocabulary 102

4.2.2.1.5 The raise of the analysis capabilities of communicative messages 103

4.2.2.2 The learners’ beliefs 103

4.2.2.2.1 Attention to grammar 103

4.2.2.2.2 Natural language absorption 104

4.2.2.2.3 Vocabulary improvement 105

4.2.2.2.4 Enhancing learners’ motivation to learn grammar 106

4.2.2.2.5 Analytical Abilities in Message Comprehension 107

4.2.3 Challenges and suggestions for the improvement of the storytelling in grammar instructions 108

4.2.3.1 Challenges 108

4.2.3.1.1 Teachers’ perception 108

4.2.3.1.2 Learners’ perspectives 109

4.2.3.2 Suggestions for improving storytelling in teaching grammar 111

4.2.3.2.1 Teachers’ perspectives 111

4.2.3.2.2 Learners’ perspectives 112

CHAPTER V: CONCLUSION 118

5.1 Summary of the study 118

5.2 Summary of the findings 118

5.3 Implications 119

5.4 Limitations and recommendations 120

Words: 29.418 words 121

REFERENCES 122

APPENDIX 1 134

APPENDIX 2 136

APPENDIX 3 142

APPENDIX 4 145

APPENDIX 5 148

APPENDIX 6 150

APPENDIX 7 165

LIST OF ABBREVIATIONS

SS Substantive statement

LIST OF TABLES

Table 3.1 Participants of the Interview 47 Table 3.2 Grammatical lessons 50 Table 3.3 Themes from the interview data 54 Table 4.1 Teachers’ and learners’ perception of the grammar definition and its

importance in language teaching and learning 62

Table 4.2 The effective grammar teaching methods in Vietnamese language

LIST OF FIGURES

Figure 2.1 Deductive Research Approach 30 Figure.2.2 Inductive Research Approach 31 Figure 2.3 Conceptual Framework 42 Figure 4.1 The necessity of storytelling in grammar instruction and grammar learning

88

ABSTRACT

Vietnamese evaluation systems now continue to emphasize students' grammatical proficiency However, grammar has turned into a nightmare for the majority of students As a result, it calls for serious consideration to be given to redefining grammar instruction via the use of technology or other contemporary resources Thus, in this study, a case-study method research design, including 16 semi-structured interviews for 12 EFL adolescents in four Pre-intermediate classes and 4 English teachers at the center as participants is used to address teachers’ and learners’ perception of the story-based approach in teaching English grammar Moreover, it investigates in what aspects the storytelling approach to teach English grammar affects learners’ language acquisition at a language center - Au Viet My International English Center (AVMC) The findings of the study revealed that the story-based approach effectively teaches grammar at AVMC, improving both teachers' and learners' skills This method enhances their confidence in teaching and usage of grammar, creating an enjoyable environment for study Additionally, learners' interactive, communicative, storytelling, vocabulary, and personal development improved, resulting in a more enjoyable and efficient acquisition of English language

Keywords: story-based approach, teaching grammar, teaching English grammar via stories, storytelling in grammar instruction, storytelling

CHAPTER 1: INTRODUCTION

This chapter presents the background of the study, the aims and scope of the study, and research questions The significance of the study is also mentioned Clearly described at the end of the chapter is the organisation of the thesis

1.1 Background to the study

In the globalized world, language plays an important role to get people closer; and the demand for using language has become more than ever In this circumstance, Keshta (2000) conceives of English as the most widespread language in the world and many fields such as technology, education, and economy Moreover, Ortega (2013) states humans use the English language to communicate with others as well as with specific individuals Sometimes this involves talking to oneself more than to others, which is known as self-talk, and other times, it involves addressing strangers It may be said that English is the means of international communication among people regardless

of their race, colors, and tongues Therefore, in 1986, Vietnamese government began to apply its open-door policy, which has made a premise for language centers’ mushroom all over Ho Chi Minh City and other big cities as well as towns in Vietnam (Tran, 2013; Nguyen, et al., 2021) Consequently, this circumstance leads to the reality that English teachers in Vietnam have to be willing to accommodate and accept changes to help their students acquire proficiency in English Considering the aspect of efficiency for English communication, grammatical competence is an important element that contributes to communicative competence

Grammar is regarded as a very important tool for fostering competence, accuracy, and fluency (Vasilopoulos, 2008) Doff (1988) asserts that earning the fundamental grammar rules of the English language can greatly facilitate and aid learners all over the world in using, speaking, and writing the language Similarly, Kamaludin et al (2015) find L2 learners less confident in acquiring grammar knowledge, leading to incomprehensible and mechanical learning experiences However, to many people, especially, grammar is a boring subject done at school (Cook, 1993) Lee and Collins (2009) also note that many students still face difficulties with basic grammar after over

ten years of instruction This reality happens similarly to the recent situation at an English language center in District 8 in Ho Chi Minh City The learners at this center meet troubles in applying grammatical structures to their study as well as to their communication They do not know how to absorb and remember grammatical structures well, and how to use them to communicate and do exercise or the tests at schools effectively This problem has lead them gradually to lose their interest in learning grammar The difficulties in learning grammar make them slowly reduce their motivation at grammatical lessons Therefore, to support them to overcome their obstacles and to stimulate them to study grammar better, a story-based approach is applied to English grammar teaching at the center

Storytelling has been a crucial part of entertainment and communication for thousands of years, and is now in many forms from television, magazines, email, radio, and books It is divided into ten types based on six values (1 Life vs Death, 2 Life vs Fate Worse than Death, 3 Love vs Hate, 4 Accomplishment vs Failure, 5 Maturity

vs Immaturity, 6 Good vs Evil) (Bunting, 2021) Storytelling is also employed as a teaching methodology and learning tool in contemporary corporate enterprises and educational institutions

Abrahamson (1998) highlighted the importance of storytelling in the teaching profession, as it is a meaningful teaching tool for adult learners Additionally, McDrury and Alterio (2003) emphasized the reflective nature of storytelling, which correlates with real-life experiences, making it an effective academic discipline Similarly, Heo (2004) suggests that storytelling is a learning strategy in online education that permits learners to connect old knowledge with new knowledge, fostering natural rumination and deeper processing of new knowledge

In the pedagogy field, it has been proved that the stories in significant and the storytelling in specific are effective and interesting in teaching methods The stories can bring advantages to the learners in many aspects such as vocabulary, listening or speaking skill (Lestari, 2011; Rashid, 2011; Akhyak and Indramawan, 2013; Keshta, 2013; Abdul-Ameer, 2014) The story-based approach progresses the grammar teaching along with the learning of the target language It surmounts meaning and form

instruction by contextualizing both (Villavicencio, 2003) Hence, storytelling can be a successful tool for the acquisition of English verb tenses, especially among second language low proficiency learners (Soo & Nor H., 2014) Furthermore, in the context

of English grammar classes in Vietnam, the popular method is still the translation method (Khuong, 2015), and the storytelling approach is still the new one in instructing practice (Nguyen et al., 2015) Therefore, pedagogical approaches regarding the storytelling in teaching grammar should be carefully explored in the ELF context of Vietnam It is vital to start with an investigation into Vietnamese teachers’ and learners’ attitudes toward the use of story-based approach in grammar teaching

grammar-The current study focuses on exploring Vietnamese teachers’ and learners’ perception of using the storytelling in grammar instruction at AVMC- an English center

in District 8 in Ho Chi Minh City, Vietnam Moreover, it is to find out in what aspects the story-based approach applied to teach grammar affect the success of learners’ English language acquisition

1.2 Aim of the study

The present study aims to explore the Vietnamese instructors’ and learners’ viewpoints on the employment of the story-based approach in teaching grammar Besides, it investigates the storytelling’s impacts on the achievement of the learners’ English language acquisition at AVMC

1.3 Research questions

Accordingly, the research questions are:

1 What are the teachers’ and the learners’ perception of using the story-based approach in teaching grammar?

2 In what way does the implementation of the storytelling in grammar instruction affect the success of student’s English grammar acquisition?

The research questions frame the analysis of the empirical components of the study, which in turn have influenced the interpretation of the findings and helped to guide successful research outcomes

`1.4 Significance of the study

This study may benefit students and English teachers in language education at AVMC It may be significant for the following reasons:

1 Using stories to teach grammar has been a new way in teaching Therefore, this study might give new experiences of applying the storytelling for the teachers to implement and encourage their students to learn grammar in an enjoyable atmosphere

2 It may serve as a guideline for other teachers and provide them an experienced trial of using this approach in gaining students’ attention and keeping them engaged in grammar

3 Students may benefit by allowing them to learn while having fun and thus be less likely to feel bored and worry about grammatical errors and grades

4 The storytelling gives students more opportunities to learn, use grammatical rules in the target language, increase their language skills, and acquire their English language naturally

5 The story-based approach orients rightly learners’ early-life experiences for lifelong development

1.5 Scope of the study

This study’s main focus is the teachers’ and the learners’ viewpoints towards the application of the storytelling in teaching grammar as well as its impacts on the learners’ achievement in acquiring English language Therefore, the data used for analysis was limited in scope by sample size, time, and place Specifically, the coverage is limited to the English teachers and learners at AVMC in Ho Chi Minh City, Vietnam The researcher did not conduct extensive research in different geographical areas For that reason, the study may yield different findings when these constrains are removed

1.6 Organization of chapters

The study includes five chapters that are organized as follows:

Chapter 1- Introduction- supplies an overview of the background knowledge, the study’s purposes, and introduces two research questions, the dissertation’s significance, and its scope

Chapter 2 - Literature Review- presents the definitions of the key terms: Grammar, Storytelling; the importance of grammar in language teaching and learning, its types; benefits of the story-based approach, PACE model; and relevant research associated with the thesis

Chapter 3 – Methodology - explains the methodology, research design; describes the participants and instruments used in this thesis; lists the procedures for data collection and instrumentation as well as data analysis directly

Chapter 4 – Data analyses and Findings - contains the analysis and the finding presentation

Chapter 5 - Recommendations - provide feasible suggestions for the use of storytelling for grammar teaching and learning at AVMC

CHAPTER 2: LITERATURE REVIEW

This chapter reviews research to aid in the current study on grammar, its types, and obstacles in teaching and learning It also discusses storytelling's definition, functions in pedagogy, and importance in language acquisition Finally, the conceptual framework of the study is presented

2.1 Story-based approach

2.1.1 Definitions of the story-based approach

Nowadays, storytelling has become significant as Stanley et al (2015) stated story-based approach as an information art is heavily applied in education and training

of all types Hence, educational theorists and researchers have delimited a variety of similarities of the basic elements to constitute storytelling’s definition

Storytelling has been defined in many ways in the pedagogical field Fisher (1984) conceived of storytelling as a teaching method He wrapped up it as a creative art with an instructional potentiality that may support teachers Peck (1989) stated storytelling is the oral interpretation of a traditional, literary, or individual experience story The stories have been presented in forms of oral narration, written texts, and instructional media They can be demonstrated as case-studies, role-playing, and reproduction However, in the pedagogical field, researchers define storytelling in more restricted or specific terms Through recent periods of its developing process, it is said that storytelling is the way a teller and a listener share “some measures of magic” together (McKay, 1997) In accordance with Dujmovic’ (2006, pp.76), storytelling is the “original form of teaching” which contains the human values of culture, history, and moral lessons Consequently, this approach is suitable to develop in the pedagogical context Moreover, according to Spaulding (2011), storytelling is considered as the art

of creation and the connection between people and people who you never knew The word “art” in this definition demonstrates that storytelling is something beautiful and made of individual experiences like Fisher (1984) Besides that, this definition also points out the purpose of the story-based approach: for “creation” and “connection between people and people” in the past Based on this opinion, the people in the past,

or even unreal characters are brought to our souls Therefore, Hammer (2001) reinforced the storytelling’s important role in intensifying the language students’

eagerness and creativity relaxing the classroom Moreover, as stated by Soleimani & Khandan (2013), stories convey information to the new generations Similarly, stories have been applied as an inherent part of communication for the permission of sharing ideas and experiences using words as well as actions (Abdulla, 2012) Additionally, Moon (2012, pp 272) defined storytelling as “the oral telling, or retelling a story” by a person to the others Opening with its role, Stanley et al (2015) stated that story-based approach is heavily applied in education and training of all types.

After revising some notions of story-based approach, it is come up with a temporary definition of storytelling:

Storytelling is the art of using written or spoken language either read out loud from the text, or told by the tellers It increases the relationship between the listeners and the tellers The stories are made from a traditional, literary, or personal experiences, which brings joy or relaxation to both teachers and learners during the teaching or learning process It motivates people to create and enhance communication between humans and humans naturally Therefore, it is an original form of teaching in the classroom

Hence, nowadays, the story-based approach has been suitable to apply in pedagogy Likely, Moon (2012) stated that although storytelling is an old skill, it still obtains a place in modern life To create an interesting story requires some elements

that are should considered seriously and carefully

2.1.2 Requirements of storytelling

As regards the issue of what storytelling must have, some requirements of the story-based approach are mentioned According to Haven and Ducey (2007) and Spaulding (2011) suggested that stories must be amusing in order to attract the listeners’ attention Besides, it should be purposeful to convey some messages, not just laughter

If a story is not humorous, yet significant, then the audiences will not be satisfied with

it (Spaulding, 2011) Moreover, the stories should be imaginative for the storytellers to freely build images in the listeners’ minds with the details of the stories (Spaulding, 2011) Additionally, Karia (2013) stated that stories in the story-based approach should

be individual because they can attract the listeners better than stories that they already knew.

In conclusion, storytelling should be creative, humorous, and significant It can

be made of individual experiences to create a story The requirements of the story-based approach are a must for those stories applied in the study The next part said about different kinds of storytelling

2.1.3 Kinds of Storytelling

2.1.3.1 Available stories and self-designed stories

Following Davies (2007), it should be careful to choose available stories so as to suit the audience’s age Regarding self-designed stories, Davies stated that this kind of story is used to suit the audience and the storyteller’s styles Hence, it makes the storytellers assured because they grasp the story better than anyone else

According to Spaulding (2011), she described self-designed stories and available stories as two vivid pictures, namely “fresh peas” and “frozen peas” in the book entitled

“The Art of Storytelling” Based on this viewpoint, self-designed stories are represented

as fresh peas that always infuse people with exciting sentiments, whereas available stories are like as frozen peas that have fallen out of favor for different reasons

2.1.3.2 Online storytelling and face-to-face storytelling

Spaulding (2011) described face-to-face storytelling as “true storytelling” (p.17) because it creates a three-way relationship between the tale, the teller, and the audience Among three pairs of connections, the one between the teller and the audience is very crucial owing to two aspects including the sense of community and the transformation

of the storyteller's voice For the first aspect, it is explained that in today’s world, people tend to treat frostily together Therefore, face-to-face storytelling, which makes people become drifting close to each other, grin, laugh, and cry along with the narrator, becomes one of the accurate ways to get them closer and more connected Besides, the second aspect is explained that for face-to-face storytelling, it creates a direct interaction between the storyteller and the audience while online storytellers cannot Consequently, their performance cannot be accommodated to fit the audience’s comprehension

2.1.3.3 Story reading and storytelling

According to Gallets (2005) and Haven and Ducey (2007), storytelling has been more concerned than story reading for some reasons Firstly, in terms of helping learners create pictures in their minds, storytelling is more successful than story reading Gallets (2005) and Haven and Ducey (2007) noted how the learners' imaginations struggled to come to life because they were provided with illustrated pictures to look at while reading As a result, the storyteller can adapt the story to the audience's language level by changing the words in the story (Gallets, 2005) Secondly, storytelling interactions with audiences are more effective than reading stories aloud to them (Haven & Ducey, 2007) To be more precise, the storyteller frequently glances at a book or other type of material when reciting a story to their audience Contrastingly, the storyteller usually tells a story based on their memory and their experiences, and so, during telling it, he or she can connect with the audience by using eye contact, making gestures, or using various forms of voice, etc Lastly, when telling stories, students pay more attention than when reading stories aloud (Gallets, 2005) According to Gallets's (2005) experimental study's findings, students in the storytelling group remembered the tales more vividly than those in the story - reading group The next part shows storytelling’s function in education

2.1.4 Function of Storytelling in Education

There used to be lots of prejudice in the throw-away comment about a story that

it is simply a story or “mere entertainment”, so it is not worthy of attention (Mar & Oatley, 2008), or only the attention of psychological research (Moon, 2012) As known, the story was not given an accurate evaluation of its value, and so it has been forgotten its particular role in education as well as in research for a long time However, there has recently been a gradual transferring process of the story’s function Tanimoto (1992) claimed stories told in English have been “a warm-up activity” at the beginning of a class With its function of stimulating learners to concentrate on the lessons, it is said that stories are the best to open their souls to accept the new knowledge without

boredom, or pressure Pederson (1995) reported the fact that it has been possible for ESL learners to experience the real language of individual communication through stories, not the usual “teachers” of the second language classroom; and stories present the full range of language Regarding his study, learners’ listening skills could be improved, and for children’s social and emotional development, the emotive filter could

be dropped From the viewpoint of the mental aspect, a story upholds hope It delivers courage to fight when needed, laughter even in an unexpected situation, and a kind of wisdom to ponder in times of quiet (Spaunding, 2011)

Similarly, to confirm the importance of stories, Moon (2012) expressed stories have become crucial to the various processes of education, both for the teachers and for the learners She also reported people and places are linked with their society and cultures perhaps far away in distance, time, or life experiences through stories Therefore, it is understood that stories contain the communication function One person communicates with another via a story, so in this situation, this story owns a social element that provides a cultural context for learners to understand its content and enrich their existing schemata Through stories, between storytellers and listeners are established a closer relationship, and it is necessary for the current classroom context when a distance between teachers and learners should be shortened, and disappeared Open discussions following told stories give a vital benefit for the development of both listeners and storytellers (Alterio & McDury, 2003) In addition, each story contains cultural and historical aspects which engage listeners to discover and understand the world via its characters, thereby cultivating the life experiences of the audience (Shrum

& Glisan, 2005; Wajnryb, 2012) Moreover, stories also affect the storytelling, their tellers and listeners The cultural and historical features of stories lead the storytelling approach to reach a higher position in teaching and learning Therefore, its popularity

in education as a socio-cultural approach is predictable To understand this effect deeply, the next part is going to discuss storytelling’s latent role in the educational context and professional development

2.1.5 Story-based approach’s benefits to grammar teaching and learning

It is vital to mention the two dominant instructional approaches in the classroom: the deductive approach and the inductive approach to understand why the story-based method is useful and effective to teach grammar In the deductive approach, the grammatical rules must be learned before creating meaningful conversations (Vanpatten, 1998; Mantero, 2002) Therefore, it is criticized for “artificial contexts” because there are no relations to the real communicative intention of learners (Donato

& Adair-Hauck, 2016) Moreover, it is not highly appreciated when learners become passive in exploring new grammatical points Contrastingly, the inductive approach requires learners to be active to find out the rules of grammar themselves without any guidance They are exposed to an adequate amount of language in which they are interested and completely understandable to them (Donato & Adair-Hauck, 2016)

However, both the deductive and the inductive approach do not push the interaction between teachers and students or among students To solve this problem, the story-based approach becomes useful to be applied in the classrooms The use of stories

at the beginning of the lesson improves cultural and historical understanding of the language before they have to comprehend new grammar structures (Chalak & Hajian, 2013) It means that this approach creates a useful chance for teachers and students to actively participate in coconstructing knowledge In this environment, the role of teachers is as assistants for their learners in seeking “how, when, and where to focus on form” (Donato & Adair-Hauck, 2016) via interactions Additionally, simple and complex grammar structures are generally used in stories Safdarian and Ghyasi (2013) state that these grammatical structures can be studied in a continuous way without a deep linguistic analysis because of their frequent repetition inside the story plot Similarly, Bandura (1986) wraps up that learners can extract syntactic rules from the modeled utterances including the syntactic patterns of language through storytelling, which then enables them to create an almost vast variety of new sentences that they have not heard before Hence, the comprehnsible inputs help the learners obtain grammar casually (Rodrigo, 2006) It means that the learners can integrate the syntax rules from the stories but not attend grammar explanations Simultaneously, those rules can be applied instinctively in their actual language use Soleimani and Khandan (2013)

demonstrated that storytelling has a positive impact on learning English grammar structures

Consequently, this approach eases learners’ language learning development They do not need to remake or generalize grammar rules they have already known (Karpov, 2003; Negueruela & Lantolf, 2005) Similarly, Mallan (1991) pointed out storytelling can display varied and appropriate use of tenses and linking devices along with indicators, or scripted conversation, and detailed descriptions As a result, all grammatical features parallel with written language Additionally, another aspect that encourages teachers to use the story-based approach in their teaching is that it is “joyful, full of life”, and it consolidates the joy of both the story and the event (Spaulding, 2011)

In other words, Shamali (2011) stated telling stories in English Language Teaching (ELT) has made the process of teaching and learning more “motivating, interesting, interactive, and effective” This approach reduces learners’ uncomfortable feelings when they have to study a solid aspect of language: grammar Grammar in this way is analyzed softly and memorably

Summarily, the story-based approach is believed to be a suitable approach for teaching grammar in language classrooms It facilitates learners’ pressure on grammar and supports them in improving their speaking as well as writing skills Besides, this

approach motivates more interaction between teachers and learners and among learners

However, storytelling’s advantages also contain a strong potential for developing the listeners’ or readers’ morality and thinking, as stated in the next part

2.1.6 The effects of storytelling on morals and thinking

According to Lickona (1992) and Ioannou-Georgiou and Verdugo (2011) accentuate the importance of moral consciousness in teaching, as storytelling is a natural form of thinking and education Ioannou-Georgiou and Verdugo (2011) highlight the importance of changing oneself to evaluate oneself and be present in the world Lickona (1992) emphasizes three components: moral knowing, moral feeling, and moral action, which are crucial for effective character education as follows:

Holland et al (1998), Miller (2009), Bai & Cohen (2014), and Juraid & Ibrahim (2016) accentuate the transformative power of storytelling as a teaching tool Miller (2009) argues that storytelling helps students reach the early stages of reading and communication by allowing them to express emotions in a fun way Similarly, Bai & Cohen (2014) state that storytelling helps students let go of old habits and introduces new thought and emotion patterns Besides, Juraid & Ibrahim (2016) claim that storytelling connects past, present, and future lives, shaping morality and beliefs Hence, story listening can ease listeners' consciousness and feelings, allowing for new possibilities and a nondually awakened worldview

Anderson & Foley (1998), Bunanta (2003), Rossano (2008), Setiawati (2017), and Alkaaf and Al-Bulushi (2017), and others emphasize the significance of storytelling

in education, promoting personal narrative frameworks, maturity, wisdom, and happiness Additionally, Yust (2004) and Alkaaf and Al-Bulushi (2017) emphasize the importance of storytelling in curriculums, as it reinforces biblical principles and tradition - based understanding Moreover, Alkaaf and Al-Bulushi (2017) argue that

storytelling forms self-definition and influences learners in constructing their future Setiawati (2017)

In sum, storytelling’s advantages have not stopped at developing languages including vocabulary, four skills, and grammar Additionally, it increases positive attitudes towards foreign languages and language learning Unstoppably, stories also benefit moral development for both educators and learners They push their mental strength and their new self-understanding effectively, which leads to a significant change in their thoughts and their actions, or their behaviours Hence, storytelling has been considered the effective and suitable pedagogic means, a natural mode of thinking and education , and as a transformative teaching tool

“We are not at home right now

Right now we are not at home

But why this one is not

Not we at right home now are”

Based on this example, grammar is used to study the forms of the language, describe the rules, and explain the word order

Additionally, McNally and Moerman (2001) defined grammar as “a set of rules

of the language” which is shared by its speakers and the language’s style in a given context Moreover, Crystal (2004) defined grammar as the structural foundation of our capabilities to express ourselves, teaching students to pay attention to detail, understand

ambiguity, and appreciate the variety of expressions accessible in English Similarly, Batstone (2006) defined grammar as a set of categories and forms that prove that language is structured and systematic, or as a source which is discovered through discourse by language users Hence, it is not easy for learners to master, and requires regular practice Additionally, teachers can apply a variety of teaching methods to present and explain it artistically effectively

In sum, grammar is a system of rules, forms, and categories that is built in a specific context to transfer its meaning effectively It is the best tool to express ourselves via the structural foundation of our abilities to transfer our messages successfully communicatively

To have deeper understanding of grammar, the next part is going to describe its two specific types: descriptive and prescriptive grammar

2.2.2 Methods to teach grammar

Inductive and deductive approaches are used to present English grammatical structures and functions to help learners learn new knowledge

2.2.2.1 The deductive approach

Thornbury (2001) explained a deductive approach often begins with the presentation of rules and is supported by instances in which the grammatical rules are used It means that the learners engage with the presented grammar rule through the study and manipulation of examples Deductive instruction includes rule explanations

by a teacher at the start of a grammatical lesson before the learners join in language practice (Rabab‟ah & AbuSeileek, 2007) In this method, grammar rules are clearly explained to the students before they practice using the rules Like what is shown in the accompanying figure, it progresses from the more broad to the more detailed

Figure 2.1 Deductive Research Approach (Burney, 2008, p.4)

Lin (2010) highlights the deductive approach as a rule-based teaching method that introduces learners to the language's function first It contrasts with the inductive strategy, which focuses on rule-search or discovery ESL and EFL textbooks often use this approach, and it makes learning direct object pronouns easier for beginners

The deductive approach offers unique qualities that save time, clearly describe rule aspects, inspire maturity in adult learners, and validate assumptions about classroom instruction (Widodo, 2006)

Widodo (2006) emphasizes the importance of understanding grammar rules and grammatical expressions for the pupils, especially the younger ones However, this approach may cause confusion and make it difficult for them to apply it in real-world contexts Besides, the deductive approach, which emphasizes understanding syntax, may not be suitable for younger students, making it difficult for them to remember and apply these rules effectively

In conclusion, the deductive approach, caters to both teachers and students, ensuring a pleasant and conducive classroom environment Its advantages and disadvantages depend on the teachers' methods and the classroom environment In contrast, the inductive technique offers distinct characteristics that differentiate it from the deductive strategy

2.2.2.2 The inductive approach

Thornbury (2001) defines the inductive approach as a method that starts with a few examples to infer rules It exposes learners to linguistic patterns and allows them to reveal their language usage This technique raises the learners' awareness of the language studied, as demonstrated by Paesani (2005) VanPatten & Cadierno (1993) emphasize the importance of learners' attention to the input's grammatical forms, enabling them to understand grammar instruction and practice, ultimately developing desired grammatical structures over time

Figure.2.2 Inductive Research Approach (Burney, 2008, p.5) Ellis (1992) highlights the importance of focusing on grammatical structure in developing grammar skills for communication This approach separates linguistic aspects for attention, provides clear rules for demonstrating targeted features, and encourages intellectual effort If learners misunderstand or don't fully understand the structure, clarification may be provided, and learners may be required to state the rule characterizing the structure

The inductive grammar method focuses on grammar as a meaningful element of contextualized language rather than just separate letters, words, and phrases Students acquire grammar unconsciously, focusing on grammatical structures and context-based meaning through instruction This approach allows learners to purposefully identify underlying patterns and understand the significance of the form The method provides

Pattern

Observation

explanations and meaningful, sequenced practice to help students understand the significance of grammar in their native language

Widodo (2006) and Chalipa (2013) highlight the drawbacks of the inductive approach to grammar, which requires teachers to spend time preparing English grammar lessons The inductive approach involves selecting suitable examples and organizing rules, which may hinder learners who prefer direct rule-finding Widodo (2006) also argues that the inductive approach is time- and energy-consuming, as it may not convince learners that grammatical features are the main objective of language learning Despite the classification of grammar into the inductive and deductive methods, learners still face difficulties when studying grammar

2.2.3 Difficulties in learning and teaching grammar

Widodo (2006) and Chalipa (2013) highlight the drawbacks of the inductive approach to grammar, which requires teachers to prepare lessons, select suitable examples, and organize rules This approach may hinder learners who prefer direct rule-finding and may not convince them that grammatical features are the main objective of language learning Despite the classification of grammar into inductive and deductive methods, learners still face difficulties studying grammar

Henrici & Riemer (1996) highlight common difficulties in teaching grammar, including presenting rules in a motivating manner, making explanations understandable, and formulating grammatical rules without unnecessary exceptions Teachers must effectively use rules and explanations to effectively teach grammar

Weaver (1996) identified grammar rules as crucial for ensuring orderly structure

in language, but learners struggle to apply them effectively due to inadequate instruction

in applying rules in context

Grammatical rules can be challenging for both learners and teachers, as they often lack focus on forms, functions, and rules To effectively teach grammar, teachers must analyze objects and teaching methods, focusing on understanding and applying rules without unnecessary exceptions Clear and engaging explanations are essential for effective foreign language instruction and acquisition

2.2.4 Role of grammar in teaching and learning a language

Oumsalem & Djabarni highlight the significance of grammar rules in language training, helping learners understand grammatical structures, punctuation, and the interpretation of literary and non-literary texts Greenbaum (1991) and Nunan (1991) emphasize the role of grammar in preventing ambiguity and difficulty in understanding language Grammar has evolved, making it a crucial component of language learning and teaching

Richards (2006) highlights the importance of the grammar-translation method in teaching native languages to ensure effective understanding and application This method emphasizes the building blocks of sentences and sentence formation, allowing learners to grasp theoretical aspects of a language but struggle to apply them naturally

in daily communication Despite this, the grammar-translation method remains a valuable tool for improving language skills and communication in today's globalized world

However, in recent years, the teaching method for grammar has shifted from grammar-translation to a communicative approach, focusing on communicative competence This approach involves using language for various purposes, understanding different types of texts, and varying language usage based on the setting and participants

Based on these aspects, the communicative approach emphasizes grammar's role

in specific communicative situations, emphasizing its importance for successful communication Teachers should create communicative activities for learners to practice and assess their abilities Lin (2008) viewed grammar as the soul of language and a practical tool to aid learners in understanding the target language

In sum, the important role of grammar in language teaching and learning requires careful consideration To help learners understand and produce English naturally, the storytelling approach is employed to help overcome grammatical difficulties and provides a basic understanding of the story-telling approach's role in teaching grammar The next section presents the PACE model to teach grammar through the storytelling method

2.3 PACE Model to teach Grammar through the Storytelling approach

In a standard-based foreign language classroom, students cannot be separated from their learning, and have a multitude of chances to discuss meanings and concepts, submit opinions, exchange information, and much more Hence, communication is the core factor of a standards-based foreign language classroom Based on this idea, grammar which is considered only a skill that is taught by deductive and inductive grammar teaching approaches in order to let students memorize or pick up grammatical concepts, is over For new improvements in teaching language, the PACE Model, which

is a more communicative, dialogical approach and is sociocultural in nature, is a new beating-heart of teaching grammar (Donato & Adair-Hauck, 2016), especially for the research of conducting storytelling to teach grammar

The PACE model was invented by Donato and Adair-Hauck in 1992 It emphasizes contextualizing lessons with learners about language in the form of a cultural story or any other interesting text (Shrum & Glisan, 2012) For this reason, the PACE Model is also suitable to teach language via a story-based process PACE is a condensation of four stages in the process: Presentation, Attention, Co-Construction, and Extension The first part below will explain the Presentation of PACE’s progress

2.3.1 Presentation

Presentation is the first step in PACE that prepares learners for the grammatical feature via an interesting circumstance Because storytelling has a typical characteristic: its natural occurrence in our daily lives, it becomes a great factor that may help to transfer meaning and form of language easily, so it is necessary to be involved in second language instruction The context may be a story, a folktale, a dialogue, or a narrative These circumstances certainly contain the grammatical feature and the grammatical feature should be well-represented and used significantly in the chosen text In the words of Shrum and Glisan (2012), learners’ actual and potential levels of development can be pushed extremely when the story and target structure are appropriate to them Demonstrating the text orally in the form of a story or narrative, then, awakens learners’ interest During their presentation, it motivates interaction between a teller and listeners, which gets learners drawn into the story via oral discussion or exercises designed

particularly for this purpose To let learners fully understand the story is the crucial part

of moving them on to the next step - attention

2.3.2 Attention

When the presentation step helps learners fathom the full meaning of the story, they can now focus on other elements of the story such as the language used or the grammatical features At this time, learners easily draw attention to a certain aspect of the language or highlight a specific grammatical point A teacher now requires them to find patterns, repetitions, or examples of the featured structures by asking questions that lead attention to the grammatical feature or through different tools It should be considered seriously that learners do not always convert inputs in ways that are expected (Herron & Tomasello, 1992) Hence, learners’ development should be deeply and seriously concerned to ensure that the story and the grammatical focal point are absorbed in the learners’ sector of adjoining development (Vygotsky, 1978) Attention

is a necessary stage to support learners in achieving basic knowledge of the grammar features they will be taught The next phase, Co-construction, is an important phase to let them discover the grammar point themselves and raise their order of thinking to another level

Through the discussion with learners as well as carefully scanning the learners’ contributions, their ZPD can be evaluated, and how much support they need to fathom the given concept can be determined The last phase is the extension that leads learners

to a new world of language as well as stimulates them to apply their language knowledge including content schemata and linguistic schemata

2.3.4 Extension

The Extension is the final step of the PACE model At this step, it encourages learners to apply their new grammar concepts communicatively and creatively When the teacher conducts this step, he or she should make the extension activity interesting and related to the theme of the lesson, and it should permit creative self-expression In this way, the learners get the opportunity to employ the new concept significantly and associate it with their existing knowledge Moreover, the activities of this step can also indicate the cultural outlook demonstrated in the story (Adair-Hauck & Donato, 2012; West & Donato, 1995) To clearly illustrate the PACE model, an example is presented below

2.3.5 An example of the PACE model

Theme : The Blind Men and the Elephant (American Literature)

Grammar Objective : Modal Verb - Must

Class description : Pre-intermediate ESL class

Before the beginning of the lesson, the new words are introduced to give learners background knowledge New vocabulary can be taught by flashcards or some activities such as matching, giving definitions, true-false tasks, etc

- Presentation:

Provide two to three interactive exercise such as vocabulary flashcards, the arrangement

of the contents of stories in order, and retelling the stories in the target language so that students may engage and learn the story

At this phase, learners discuss the grammar form, meaning, and function of "Must" in

the story and real life They learn how it is used in the story and how it is used in real life

- Extension:

This phase enables students to apply what they have learnt They may, for instance, recount the tale from the perspective of the elephant or with a different resolution to

reuse the new terminology and "Must" in their fresh narrative

The PACE strategy for teaching grammar helps teachers to explore learners' zone

of proximal development and supply accurate stages to meet their needs Through the use of stories to teach grammar, it engages students more deeply and empowers them

to take charge of their own language acquisition According to Shrum and Glisan (2012), PACE encourages higher-order thinking skills and knowledge of the logic underlying language formation, enabling students to construct and deconstruct the language's fundamental units

2.4 Teachers’ and learners’ perception of the effectiveness of storytelling in grammar teaching

2.4.1 Definition of Perception

According to MSEd (2023), discernment preparation involves recognizing our

tactile impressions of the exterior world, which helps us understand our environment This process involves using our senses to recognize objects and connections, such as a friend's face or a commonplace fragrance The discernment preparation involves touch, location, hearing, scent, and taste, as well as proprioception, which helps us recognize changes in body posture and development The ability to see the world serves as a channel to avoid overwhelming us and enable us to exist in and comprehend it By

utilizing our senses, we can better understand and respond to external jolts, enhancing our overall understanding of the world

Perception or beliefs are powerful and influential in human behavior, as demonstrated by Brown and Rodgers (2002) They can influence couples, battles, and even illness and recovery Fisherbein & Ajzen (1975), Ajzen (1988), and Bernat and Gvozdenko (2005) have identified beliefs as socially bound, early in life, and safe to change Williams and Burden (2002) have found them challenging to characterize and assess, but there are supportive articulations about them Shoreline (1994) highlights the complexity of beliefs, while Woods (1996) emphasizes the importance of acknowledging and addressing disagreements in perception Overall, beliefs are a central building in all disciplines that deal with human behavior and learning

Williams and Burden (2002) found that teachers' beliefs significantly impact their teaching methods, as they are closely related to their values, worldviews, and beliefs These beliefs are more compelling than information in determining how people organize and characterize tasks and issues Beliefs, as demonstrated by Williams and Burden (1997), are indicators of how teachers conduct themselves in the classroom Kagen (1992) found that a teacher's beliefs often reflect the real nature of the instruction they give to students

In a comparative vein, instructor beliefs are of great significance for teacher instruction as they are safe to change (Batstone, 2006) It is crucial to have better experiences understanding teachers' beliefs, as they are seen as a vital component that influences their teaching practices Munby (1983) hypothesized that a valuable, relevant, and hypothetically sound approach to teaching starts with understanding the teachers' point of view However, Johnson (1994) noted that teacher beliefs are not easy

to characterize and think about, as they cannot be specifically perceptible Overall, understanding and analyzing teachers' beliefs is essential for effective teaching and learning (cited in Farell & Lim, 2005)

2.4.2 Teachers’ and learners’ perception towards the application of storytelling

in grammar teaching and learning

Soleimani (2013) showed that both teachers and learners believed using storytelling had a positive impact on the acquisition of grammatical rules One of the first forms of knowledge transfer, experience interpretation, and social self-awareness

is through storytelling Hence, both teachers and learners trusted that storytelling is a crucial practice in the classroom that has close ties to literacy In Jeff Gere's words (2001), telling stories can inspire students to discover their individual expressiveness and can improve a student's capacity to express thoughts and feelings in a clear, articulate way Consequently, storytelling is believed a caring approach to teach youngsters the value of listening, the importance of spoken words, and the importance

of effective interpersonal communication in our fast-paced, media-driven society

In other words, the majority of teachers and learners thought that storytelling was pleasurable, amusing, and intriguing This belief supports Pardede's (2011) conclusion that students enjoyed reading short tales both for their own amusement and as part of language competence lessons Additionally, it bolsters the notion that learning materials and exercises derived from literary texts and motion pictures are excellent teaching tools because they engage students' imaginations, boost motivation, and most importantly, establish a rich and relevant context (Brown, 2003, p 182)

As emphasized by Rajendran, Yoke, and Kamaludin (2014), language structure instruction through stories can benefit both understudies and education Understudies gain a better understanding of linguistic use rules, while teachers are satisfied with their progress and accomplishment This creates a curiously engaging learning environment Future research can explore isolated stories for different linguistic use components, benefiting both understudies and educates, making language use learning more successful and curiously engaging

Undeniably, García (2017) believed that storytelling has a positive influence on learning sentence structures and syntax rules of the English language in young elementary learners, compared to traditional grammar translation methods This method

may foster communication practices in the classroom, as students need extra resources

to understand the story's plot and inner grammar insights

2.5 Previous study

In the field of TESOL, empirical studies exploring the teachers’ and the learners’ attitudes toward the application of the storytelling approach in teaching English grammar as a SL/FL have revealed meaningful results Soleimani (2013) conducted an experimental study with 30 female middle students who were randomly selected from

an open high school in Isfahan and divided into test and control groups Linguistic points related to conditional sentences were taught in the control group, while in the experimental group, it was taught through telling short stories The results showed that telling stories had a positive impact on learning linguistic structures, but the test group did not outperform the control group in terms of linguistic rules and structures

Similarly, Rajendran, Yoke, and Kamaludin (2014) conducted an experimental study on the feasibility of storytelling in English grammar teaching for L1 Malay students in the ELC 120 English diploma course The study found that storytelling benefits both learners and instructors, creating an enjoyable learning environment The findings suggest that storytelling can enhance the effectiveness of ESL grammar lessons

Fachraini (2016) conducted an experimental study on storytelling and traditional methods in 50 EFL students at STKIP BinaBangsaGetsempena Banda Aceh, Pendidikan Guru SekolahDasar The findings showed that the storytelling approach is more efficient in improving students' grammar mastery than traditional methods, with

a significant difference in scores between the experimental and control groups

García's (2017) study compared traditional methods in Colombia to storytelling

in English language grammar structures learning The findings showed that while storytelling has a positive effect, its effectiveness in fostering grammar learning in young elementary learners remains uncertain

In the context of Vietnam, Ngo Ha (2018) found that Vietnamese adult learners can benefit from the PACE model, a storytelling-based pedagogical model, in online