Luận văn a study on using storytelling to improve english speaking for students at a primary school in hanoi

VIETNAM NATIONAL UNIYERSITY, HANOL UNIVERSITY OF LANGUAGES AND ENTERNATIONAL STUDIES FACULTY OF POST GRATHUATE STUDIES: PHAM THI HAN ASTUDY ON USING STORYTELLING TO IMPROVE ENGLISH S

VIETNAM NATIGNAL LNIVERSITY, HANOL

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDEES

FACULTY OF POST GRADUATE STUDIES

PHAM THI HAN

ASTUDY ON USING STORYTELLING TO IMPROVE ENGLISH

SPEAKING FOR STUDENTS AT A PRIMARY SCHOOL IN HANG

(Nghiên cứu về việc sử đụng phương pháp kế chuyén dé nang cao kha

năng nói Tiếng Ánh cho học sinh ở một trường tiểu học ở Hã Nội)

MLA MINOR THESIS

Ficld: English Teavhing Methodology

Code: 8140231.01

HANOI- 2020

VIETNAM NATIONAL UNIYERSITY, HANOL

UNIVERSITY OF LANGUAGES AND ENTERNATIONAL STUDIES

FACULTY OF POST GRATHUATE STUDIES:

PHAM THI HAN

ASTUDY ON USING STORYTELLING TO IMPROVE ENGLISH SPEAKING FOR STUDENTS AT A PRIMARY SCHOOL IN HANOI

(Nghiên cứu về việc sử dung phương pháp ké chuyén dé ning cao khả

hoc ¢ Ha Nod)

năng nói Tiếng Anh cho hoc sinh ử một trường

Field: English Teaching Methodology Code: 8140231.01

Supervisor: Prof Dr Hoang Van Van

HANOI- 2020

DECLARATION

T, Pham Thi Han, hereby certify thal the thesis “A study on using storytelling to improve English speaking ability for students at a primary school in Hanoi” is submitted for the partial fulfillment of the Degree of Master of Arts at the Faculty of Posl-Graduale Studies, Universily of Languages and Tnternational Studies, Vietnam National University, Hanoi Although when doing my research, I have consulted various books, articles, and webpages for my

veferences, T exacled some ideas relaling to my study from their work T

declare that this assignment is my own work and does not involve plagiarism

or collusion

Hanoi, 2020

Pham Thi Han

5.4 Recommendations and suggestions for further study 43

APPENDICES

APPENDIX 2A: POST-TREATMENT QUESTIONNAIRE (ENGLISH

APPENDIX 2B: POST-TREATMENT QUESTIONNAIRE

APPENDIX 3A: PRK-TEST OE SPEAKING SKLLL X APPENDIX 3B: POST-TEST OF SPEAKING SKILL 4H

APPENDIX 5: THE FORMULA OF MEAN, STANDARD

vi

5.4 Recommendations and suggestions for further study 43

APPENDICES

APPENDIX 2A: POST-TREATMENT QUESTIONNAIRE (ENGLISH

APPENDIX 2B: POST-TREATMENT QUESTIONNAIRE

APPENDIX 3A: PRK-TEST OE SPEAKING SKLLL X APPENDIX 3B: POST-TEST OF SPEAKING SKILL 4H

APPENDIX 5: THE FORMULA OF MEAN, STANDARD

vi

ACKNOWLEGEMENTS

FirsL and foremost, T would like to give my cordial thanks lo my supervisor Prof Dr, Hoang Van Van for his enlightening support, invaluable

feedback and recommendations during my fulfillment of this minor thesis

My sinvere thanks go to all of the lecturers and the staff of the Faculty

of Post Graduate Stuches at University of Languages and International Studies for

their valuable lectures on which help me to orient the research

I would like to convey my warmest appreciation and thanks to invaluable assistance lo teachers at Ly Nam De Primary School J truly wish to thank all the students in grade 3 at Ly Nam De Primary School who have actively

participated in the research

1am deeply grateful to my family for their great encouragement Without

their support, J could not have completed this thesis

LIST OF ABBREVIATIONS

%: Porcenlage

3 Aims and objectives of the study

A, Research q06s[ÏOn nhưng nhe

5 Scope uf the stuily aoe

6 Significance of the stud: seveneres - -

7 Organization of the thesis

CHAPTER 2: LITERATURE REVIEW

2.1 Speaking

2.1.1 Definitions of speaking skill ssesscssusessscsecnecsennseesses

2.1 2 Techniques to teach speaking skill to young learners

2.1.3 Assessing speaking skill

2.1 4 Criteria levels for evaluatizys speaking skill

2.2 Storytelling

2.2.1 Definition of storytelling c.cscsssssssssesssseneseesesseeesseeseneeaes

2.2.2 The advantage of storytelling scceeceees

2.2.3 Storytelling, teclibiqUE8 cv vn TH nen re

2.2.4 Criteria for selecting starVbOOlks cọ tre

2.3 Studenfs” aLfÏLnde à «‹ cán n1 KỲ nh mm như

2.3.1 Students' atitHde€ cccc chen re

5.4 Recommendations and suggestions for further study 43

APPENDICES

APPENDIX 2A: POST-TREATMENT QUESTIONNAIRE (ENGLISH

APPENDIX 2B: POST-TREATMENT QUESTIONNAIRE

APPENDIX 3A: PRK-TEST OE SPEAKING SKLLL X APPENDIX 3B: POST-TEST OF SPEAKING SKILL 4H

APPENDIX 5: THE FORMULA OF MEAN, STANDARD

vi

5.4 Recommendations and suggestions for further study 43

APPENDICES

APPENDIX 2A: POST-TREATMENT QUESTIONNAIRE (ENGLISH

APPENDIX 2B: POST-TREATMENT QUESTIONNAIRE

APPENDIX 3A: PRK-TEST OE SPEAKING SKLLL X APPENDIX 3B: POST-TEST OF SPEAKING SKILL 4H

APPENDIX 5: THE FORMULA OF MEAN, STANDARD

vi

5.4 Recommendations and suggestions for further study 43

APPENDICES

APPENDIX 2A: POST-TREATMENT QUESTIONNAIRE (ENGLISH

APPENDIX 2B: POST-TREATMENT QUESTIONNAIRE

APPENDIX 3A: PRK-TEST OE SPEAKING SKLLL X APPENDIX 3B: POST-TEST OF SPEAKING SKILL 4H

APPENDIX 5: THE FORMULA OF MEAN, STANDARD

vi

OF TABLES AND FIGURES

Table 1: T

ourse procedures

‘Table 2.1: ‘The students’ content of speaking

Table 2.2: The students’ fluency of speaking

Table 2.3: The students’ grammar of speaking

‘Table 2.4: ‘The students’ vocabulary of speaking

Table 2.5: Record of students’ test scores

Table 2.6: Comparison of mean, standard devialion, mode, minimum and

smaximum between the pre-test and post-test

Table 3: Students’ attitude toward storytelling

viii

31 32

ABSTRACT

Young leamers have spent more từng in learning Hnglish at primary schools

in Ianoi recent years As a result, students have more chances to learn English However, a wide mge off young learners face lacking speaking proficiency which their grammar, content, vocabulary, and fluency are limited Moreover, students have low motivation and lack confidence in learning speaking There are different

techniques of teaching speaking skills which are employed to be successful One of

the concemed techniques is storytelling ‘his research is an mvestigation into the effectiveness of teaching speaking to yaung learners through storytelling The primary aim of the study is to determine whether storytelling has an extended impact on young learners’ speaking It also studies students’ attitude to this

technique The data were collected through observation questionnaire, and tests and

then analyzed qualitatively and quantitatively The resulis of the data analysis indicate that most of the students achieved considerable progress in their speaking

afler using storytelling Students alsa participated in the tesson achvely and excitedly, In addition, storytelling can motivate students to communicate,

ACKNOWLEGEMENTS

FirsL and foremost, T would like to give my cordial thanks lo my supervisor Prof Dr, Hoang Van Van for his enlightening support, invaluable

feedback and recommendations during my fulfillment of this minor thesis

My sinvere thanks go to all of the lecturers and the staff of the Faculty

of Post Graduate Stuches at University of Languages and International Studies for

their valuable lectures on which help me to orient the research

I would like to convey my warmest appreciation and thanks to invaluable assistance lo teachers at Ly Nam De Primary School J truly wish to thank all the students in grade 3 at Ly Nam De Primary School who have actively

participated in the research

1am deeply grateful to my family for their great encouragement Without

their support, J could not have completed this thesis

ABSTRACT

Young leamers have spent more từng in learning Hnglish at primary schools

in Ianoi recent years As a result, students have more chances to learn English However, a wide mge off young learners face lacking speaking proficiency which their grammar, content, vocabulary, and fluency are limited Moreover, students have low motivation and lack confidence in learning speaking There are different

techniques of teaching speaking skills which are employed to be successful One of

the concemed techniques is storytelling ‘his research is an mvestigation into the effectiveness of teaching speaking to yaung learners through storytelling The primary aim of the study is to determine whether storytelling has an extended impact on young learners’ speaking It also studies students’ attitude to this

technique The data were collected through observation questionnaire, and tests and

then analyzed qualitatively and quantitatively The resulis of the data analysis indicate that most of the students achieved considerable progress in their speaking

afler using storytelling Students alsa participated in the tesson achvely and excitedly, In addition, storytelling can motivate students to communicate,

ABSTRACT

Young leamers have spent more từng in learning Hnglish at primary schools

in Ianoi recent years As a result, students have more chances to learn English However, a wide mge off young learners face lacking speaking proficiency which their grammar, content, vocabulary, and fluency are limited Moreover, students have low motivation and lack confidence in learning speaking There are different

techniques of teaching speaking skills which are employed to be successful One of

the concemed techniques is storytelling ‘his research is an mvestigation into the effectiveness of teaching speaking to yaung learners through storytelling The primary aim of the study is to determine whether storytelling has an extended impact on young learners’ speaking It also studies students’ attitude to this

technique The data were collected through observation questionnaire, and tests and

then analyzed qualitatively and quantitatively The resulis of the data analysis indicate that most of the students achieved considerable progress in their speaking

afler using storytelling Students alsa participated in the tesson achvely and excitedly, In addition, storytelling can motivate students to communicate,

2.4 Previons stndies in the world and ín Vieinam «co 12 2.8 SBHNHHBY HH HH gi tre ri 14 CHAPTER 3: METHODOLOGY à à creerrrerererrieere TẾ 3.1 Context of the study

3,1,1 Settling of Ứne SEuỔY nh TH re 15

4.12 Analysis of questionnaires eee

4.13 Analysis of observation .ssssesessersssesvessesreareeeeseereeneeees 37

4.2 Findings and discussion

42.1 To what extent can storytelling technique affect children’s 39

2.4 Previons stndies in the world and ín Vieinam «co 12 2.8 SBHNHHBY HH HH gi tre ri 14 CHAPTER 3: METHODOLOGY à à creerrrerererrieere TẾ 3.1 Context of the study

3,1,1 Settling of Ứne SEuỔY nh TH re 15

4.12 Analysis of questionnaires eee

4.13 Analysis of observation .ssssesessersssesvessesreareeeeseereeneeees 37

4.2 Findings and discussion

42.1 To what extent can storytelling technique affect children’s 39

OF TABLES AND FIGURES

Table 1: T

ourse procedures

‘Table 2.1: ‘The students’ content of speaking

Table 2.2: The students’ fluency of speaking

Table 2.3: The students’ grammar of speaking

‘Table 2.4: ‘The students’ vocabulary of speaking

Table 2.5: Record of students’ test scores

Table 2.6: Comparison of mean, standard devialion, mode, minimum and

smaximum between the pre-test and post-test

Table 3: Students’ attitude toward storytelling

viii

31 32

LIST OF ABBREVIATIONS

%: Porcenlage

ACKNOWLEGEMENTS

FirsL and foremost, T would like to give my cordial thanks lo my supervisor Prof Dr, Hoang Van Van for his enlightening support, invaluable

feedback and recommendations during my fulfillment of this minor thesis

My sinvere thanks go to all of the lecturers and the staff of the Faculty

of Post Graduate Stuches at University of Languages and International Studies for

their valuable lectures on which help me to orient the research

I would like to convey my warmest appreciation and thanks to invaluable assistance lo teachers at Ly Nam De Primary School J truly wish to thank all the students in grade 3 at Ly Nam De Primary School who have actively

participated in the research

1am deeply grateful to my family for their great encouragement Without

their support, J could not have completed this thesis

LIST OF ABBREVIATIONS

%: Porcenlage

ACKNOWLEGEMENTS

FirsL and foremost, T would like to give my cordial thanks lo my supervisor Prof Dr, Hoang Van Van for his enlightening support, invaluable

feedback and recommendations during my fulfillment of this minor thesis

My sinvere thanks go to all of the lecturers and the staff of the Faculty

of Post Graduate Stuches at University of Languages and International Studies for

their valuable lectures on which help me to orient the research

I would like to convey my warmest appreciation and thanks to invaluable assistance lo teachers at Ly Nam De Primary School J truly wish to thank all the students in grade 3 at Ly Nam De Primary School who have actively

participated in the research

1am deeply grateful to my family for their great encouragement Without

their support, J could not have completed this thesis

ABSTRACT

Young leamers have spent more từng in learning Hnglish at primary schools

in Ianoi recent years As a result, students have more chances to learn English However, a wide mge off young learners face lacking speaking proficiency which their grammar, content, vocabulary, and fluency are limited Moreover, students have low motivation and lack confidence in learning speaking There are different

techniques of teaching speaking skills which are employed to be successful One of

the concemed techniques is storytelling ‘his research is an mvestigation into the effectiveness of teaching speaking to yaung learners through storytelling The primary aim of the study is to determine whether storytelling has an extended impact on young learners’ speaking It also studies students’ attitude to this

technique The data were collected through observation questionnaire, and tests and

then analyzed qualitatively and quantitatively The resulis of the data analysis indicate that most of the students achieved considerable progress in their speaking

afler using storytelling Students alsa participated in the tesson achvely and excitedly, In addition, storytelling can motivate students to communicate,

OF TABLES AND FIGURES

Table 1: T

ourse procedures

‘Table 2.1: ‘The students’ content of speaking

Table 2.2: The students’ fluency of speaking

Table 2.3: The students’ grammar of speaking

‘Table 2.4: ‘The students’ vocabulary of speaking

Table 2.5: Record of students’ test scores

Table 2.6: Comparison of mean, standard devialion, mode, minimum and

smaximum between the pre-test and post-test

Table 3: Students’ attitude toward storytelling

viii

31 32

3 Aims and objectives of the study

A, Research q06s[ÏOn nhưng nhe

5 Scope uf the stuily aoe

6 Significance of the stud: seveneres - -

7 Organization of the thesis

CHAPTER 2: LITERATURE REVIEW

2.1 Speaking

2.1.1 Definitions of speaking skill ssesscssusessscsecnecsennseesses

2.1 2 Techniques to teach speaking skill to young learners

2.1.3 Assessing speaking skill

2.1 4 Criteria levels for evaluatizys speaking skill

2.2 Storytelling

2.2.1 Definition of storytelling c.cscsssssssssesssseneseesesseeesseeseneeaes

2.2.2 The advantage of storytelling scceeceees

2.2.3 Storytelling, teclibiqUE8 cv vn TH nen re

2.2.4 Criteria for selecting starVbOOlks cọ tre

2.3 Studenfs” aLfÏLnde à «‹ cán n1 KỲ nh mm như

2.3.1 Students' atitHde€ cccc chen re

3 Aims and objectives of the study

A, Research q06s[ÏOn nhưng nhe

5 Scope uf the stuily aoe

6 Significance of the stud: seveneres - -

7 Organization of the thesis

CHAPTER 2: LITERATURE REVIEW

2.1 Speaking

2.1.1 Definitions of speaking skill ssesscssusessscsecnecsennseesses

2.1 2 Techniques to teach speaking skill to young learners

2.1.3 Assessing speaking skill

2.1 4 Criteria levels for evaluatizys speaking skill

2.2 Storytelling

2.2.1 Definition of storytelling c.cscsssssssssesssseneseesesseeesseeseneeaes

2.2.2 The advantage of storytelling scceeceees

2.2.3 Storytelling, teclibiqUE8 cv vn TH nen re

2.2.4 Criteria for selecting starVbOOlks cọ tre

2.3 Studenfs” aLfÏLnde à «‹ cán n1 KỲ nh mm như

2.3.1 Students' atitHde€ cccc chen re

LIST OF ABBREVIATIONS

%: Porcenlage

ABSTRACT

Young leamers have spent more từng in learning Hnglish at primary schools

in Ianoi recent years As a result, students have more chances to learn English However, a wide mge off young learners face lacking speaking proficiency which their grammar, content, vocabulary, and fluency are limited Moreover, students have low motivation and lack confidence in learning speaking There are different

techniques of teaching speaking skills which are employed to be successful One of

the concemed techniques is storytelling ‘his research is an mvestigation into the effectiveness of teaching speaking to yaung learners through storytelling The primary aim of the study is to determine whether storytelling has an extended impact on young learners’ speaking It also studies students’ attitude to this

technique The data were collected through observation questionnaire, and tests and

then analyzed qualitatively and quantitatively The resulis of the data analysis indicate that most of the students achieved considerable progress in their speaking

afler using storytelling Students alsa participated in the tesson achvely and excitedly, In addition, storytelling can motivate students to communicate,

5.4 Recommendations and suggestions for further study 43

APPENDICES

APPENDIX 2A: POST-TREATMENT QUESTIONNAIRE (ENGLISH

APPENDIX 2B: POST-TREATMENT QUESTIONNAIRE

APPENDIX 3A: PRK-TEST OE SPEAKING SKLLL X APPENDIX 3B: POST-TEST OF SPEAKING SKILL 4H

APPENDIX 5: THE FORMULA OF MEAN, STANDARD

vi

5.4 Recommendations and suggestions for further study 43

APPENDICES

APPENDIX 2A: POST-TREATMENT QUESTIONNAIRE (ENGLISH

APPENDIX 2B: POST-TREATMENT QUESTIONNAIRE

APPENDIX 3A: PRK-TEST OE SPEAKING SKLLL X APPENDIX 3B: POST-TEST OF SPEAKING SKILL 4H

APPENDIX 5: THE FORMULA OF MEAN, STANDARD

vi

ABSTRACT

Young leamers have spent more từng in learning Hnglish at primary schools

in Ianoi recent years As a result, students have more chances to learn English However, a wide mge off young learners face lacking speaking proficiency which their grammar, content, vocabulary, and fluency are limited Moreover, students have low motivation and lack confidence in learning speaking There are different

techniques of teaching speaking skills which are employed to be successful One of

the concemed techniques is storytelling ‘his research is an mvestigation into the effectiveness of teaching speaking to yaung learners through storytelling The primary aim of the study is to determine whether storytelling has an extended impact on young learners’ speaking It also studies students’ attitude to this

technique The data were collected through observation questionnaire, and tests and

then analyzed qualitatively and quantitatively The resulis of the data analysis indicate that most of the students achieved considerable progress in their speaking

afler using storytelling Students alsa participated in the tesson achvely and excitedly, In addition, storytelling can motivate students to communicate,

ACKNOWLEGEMENTS

FirsL and foremost, T would like to give my cordial thanks lo my supervisor Prof Dr, Hoang Van Van for his enlightening support, invaluable

feedback and recommendations during my fulfillment of this minor thesis

My sinvere thanks go to all of the lecturers and the staff of the Faculty

of Post Graduate Stuches at University of Languages and International Studies for

their valuable lectures on which help me to orient the research

I would like to convey my warmest appreciation and thanks to invaluable assistance lo teachers at Ly Nam De Primary School J truly wish to thank all the students in grade 3 at Ly Nam De Primary School who have actively

participated in the research

1am deeply grateful to my family for their great encouragement Without

their support, J could not have completed this thesis

OF TABLES AND FIGURES

Table 1: T

ourse procedures

‘Table 2.1: ‘The students’ content of speaking

Table 2.2: The students’ fluency of speaking

Table 2.3: The students’ grammar of speaking

‘Table 2.4: ‘The students’ vocabulary of speaking

Table 2.5: Record of students’ test scores

Table 2.6: Comparison of mean, standard devialion, mode, minimum and

smaximum between the pre-test and post-test

Table 3: Students’ attitude toward storytelling

viii

31 32

2.4 Previons stndies in the world and ín Vieinam «co 12 2.8 SBHNHHBY HH HH gi tre ri 14 CHAPTER 3: METHODOLOGY à à creerrrerererrieere TẾ 3.1 Context of the study

3,1,1 Settling of Ứne SEuỔY nh TH re 15

4.12 Analysis of questionnaires eee

4.13 Analysis of observation .ssssesessersssesvessesreareeeeseereeneeees 37

4.2 Findings and discussion

42.1 To what extent can storytelling technique affect children’s 39

LIST OF ABBREVIATIONS

%: Porcenlage

2.4 Previons stndies in the world and ín Vieinam «co 12 2.8 SBHNHHBY HH HH gi tre ri 14 CHAPTER 3: METHODOLOGY à à creerrrerererrieere TẾ 3.1 Context of the study

3,1,1 Settling of Ứne SEuỔY nh TH re 15

4.12 Analysis of questionnaires eee

4.13 Analysis of observation .ssssesessersssesvessesreareeeeseereeneeees 37

4.2 Findings and discussion

42.1 To what extent can storytelling technique affect children’s 39