INTRODUCTION
Rationale
Effective speaking is essential for aligning with the global community, yet many Vietnamese students struggle with English due to a reliance on translating from their mother tongue This translation habit complicates their ability to articulate thoughts in English Additionally, the influence of Vietnamese on pronunciation and the lack of motivation further hinder their learning process The diverse linguistic backgrounds of students exacerbate these challenges, as they often communicate in their native languages Understanding the connection between motivation and speaking proficiency is crucial, as speaking allows individuals to express their opinions on current events and enhances their ability to exchange information While speaking is a familiar concept, defining it remains complex, as it is a challenging skill impacted by the learners' language background.
Effective teaching and learning hinge on the dynamic interaction between teachers and students, as highlighted by Coper and McIntyre (2000) Classroom activities significantly impact students' speaking performance, with proficient teachers playing a crucial role in fostering motivation and engagement When teachers possess strong knowledge and experience, they can implement diverse teaching techniques that enhance language learning Ultimately, successful educators create an environment where students are eager to learn and improve their language skills.
Effective speaking involves actively participating in lessons and is a complex process of meaning-making that encompasses the creation, acquisition, and management of information The context of the conversation—such as the number of participants, their knowledge levels, and the speaking objectives—plays a crucial role in shaping this meaning Speaking is often fluid, open-ended, and sophisticated According to Nunan (1999), language learners must develop both linguistic competence, which includes skills like pronunciation and intonation, and sociolinguistic competence, which involves understanding when, why, and how to effectively produce language.
Language learning involves mastering the construction of correct sentences and understanding their contextual appropriateness (Krashen, 1982) The primary goals of developing speaking skills are effective communication and enhancing job prospects Proficient communication fosters a deeper understanding of the language and serves as a medium for expressing emotions, interpretations, and negotiations Successful communication relies on a solid framework of knowledge and skills related to signs and symbols (Dough Puncher, 2003) Additionally, the attitudes of both listeners and speakers influence communication, as they respond to what they hear and engage in the conversation.
The Storytelling method integrates all four communicative skills in each session, effectively coordinating two communicative abilities per activity As a learner-centered approach, storytelling considers essential student characteristics, including age, conceptual level, needs, interests, language proficiency, and previous language learning experiences (Dujmovic).
In storytelling, capturing learners' attention is crucial, and one effective method is to showcase past exercises that enhance vocabulary, improve articulation, and refine body language and vocal techniques (Peck, 1989) As the narrative unfolds, incorporating emotional pauses, varied vocal tones, and expressive body movements helps to portray characters and highlight key moments in the story.
Storytelling is essential in language classrooms for enhancing students' speaking abilities, as speaking is a crucial yet challenging skill to master Lukitasari (2003) identifies several common issues faced by secondary students in English speaking Firstly, the learning environment significantly influences students' ability to speak English effectively and frequently Secondly, many students hesitate to communicate in English due to a fear of making mistakes Lastly, teachers must possess strong motivational skills to encourage students to engage in speaking activities, which is often a concern for educators in teaching speaking.
Storytelling is an effective classroom strategy that helps eliminate barriers to learning and encourages student participation in speaking activities (Somdee & Suppasetseree, 2012) This engaging verbal practice not only enhances learners' imagination and creativity in plot development but also significantly improves their speaking skills (Reinders, 2011).
(2013) also support this point by explaining that Storytelling has big impact on improving the learners’ motivation to speak
The Storytelling strategy effectively enhances language skills by encouraging storytellers to creatively use vocabulary, engaging listeners' imaginations and connecting the narrative to their personal experiences (Kartiah, Rahman, & Jabu, 2014) According to Mall-Amiri & Ghanbari (2014), school-aged children enjoy listening to stories, making both listening and retelling stories appealing activities for English as a Foreign Language (EFL) learners These activities can be seamlessly integrated, allowing learners to practice speaking by retelling stories in their own words Consequently, through Storytelling, EFL learners can showcase their storytelling abilities while selectively using vibrant vocabulary to captivate their audience.
4 imagination In the same vein to Mall-Amiri&Ghanbari (2014) &Nia, Ghaemi,
&Afraz (2013) add that Storytelling is a non-threatening way to activate the EFL learners with various language competence
The Storytelling strategy has been explored by researchers like Atta-Alla (2012), Agustina (2015), and Ono (2014), aiming to enhance EFL learners' language competencies While some studies focus on storytelling as a primary objective, this research introduces an Interactive Storytelling Strategy to specifically boost EFL learners' speaking skills Through interactive communication with teachers and peers, learners engage in asking and answering questions, sharing their ideas, feelings, and experiences related to the story This approach not only fosters communication but also ignites learners' motivation to speak, encouraging them to tap into their imagination Consequently, this research is crucial for Vietnamese EFL learners as it seeks to improve their speaking abilities and enrich classroom activities.
Students learn more effectively with the guidance of teachers rather than through individual study Teachers play a crucial role in the educational process, making it essential for them to explore various teaching methods to enhance their effectiveness Historically, traditional language learning methods have focused primarily on grammar rules and vocabulary, often neglecting speaking skills For example, when learning to write, students tend to concentrate on grammar and translation into their native language (Tyler, 2008).
5 know the meaning of every words and its grammatical structure because they want to understand the text
Traditional teaching methods often neglect the importance of speaking and pronunciation skills in language learning As a result, there is a lack of focus on oral practice, with emphasis instead placed on mental discipline rather than the practical performance of language skills.
1988) Jack C Richards (2006) shows that “techniques that were often employed included memorization of dialogs, question and answer practice, substitution drills and various forms of guided speaking and writing practice”
Traditional language learning methods often rely heavily on teacher-led instruction, leading to student disengagement To use a new language effectively, students must develop communicative competence, which encompasses grammatical, sociolinguistic, discourse, and strategic skills as defined by Canale and Swain (1980) In the 1980s, the introduction of Communicative Language Teaching (CLT) shifted the focus towards learner-centered approaches, incorporating techniques like games, role-playing, pair work, and group activities CLT emphasizes practical, result-oriented activities that foster communication, allowing students to practice language in real-life contexts Role plays, in particular, help students grasp meanings within authentic situations, making the learning process more dynamic and relevant.
Storytelling is an effective method for enhancing speaking skills, as it links knowledge, competency, and proficiency in educational tasks (Robinson, 1995) Today, this technique is increasingly utilized across various educational fields, particularly in language instruction, as it aids learners in note-taking, vocabulary acquisition, and review.
Incorporating storytelling into language instruction, particularly for enhancing speaking skills, serves to significantly improve students' speaking performance This approach not only supports language acquisition but also stimulates students' motivation and engagement in the learning process Research has consistently demonstrated that storytelling is an effective tool for fostering deeper thinking and facilitating better learning outcomes among students.
- Develop, organize, and communicate ideas
- See connections, patterns and relationship
- Assess and share prior knowledge
- Classify or categorize concepts, ideas and information
- Improve social interaction between students and collaboration among peers
Aims of the study
The primary goal of this study is to enhance the English speaking skills of eighth-grade students at Thanh Hoa Secondary School through the implementation of storytelling techniques in speaking lessons Specifically, the study aims to assess the effectiveness of storytelling as a pedagogical tool in improving students' speaking performance.
- To illustrate the students’ attitude towards using Storytelling in speaking lessons
- To suggest an effective way to use Storytelling to encourage students to study speaking skill at Thanh Hoa Secondary School
- To examine how secondary school students’ speaking performance may be improved when applying Storytelling for teaching and studying speaking skill.
Research questions
The study will answer for two following research questions:
1 How does Storytelling affect EFL secondary students' speaking accuracy?
2 How does Storytelling affect EFL secondary students' speaking fluency?
Scope of the study
This article explores the use of storytelling as an effective teaching strategy to enhance students' speaking performance at Thanh Hoa Secondary School While there are various methods to help students memorize English, this paper specifically focuses on the impact of storytelling due to constraints in time and length.
Method of the study
In the study, experimental method and questionnaires were used to carry out
Eighty students from Thanh Hoa Secondary School, specifically from classes 8A5 and 8A6, took part in this study The students were split into two groups: the Control Group (8A5) and the Experimental Group (8A6) Prior to the treatment, both groups completed a Pre-test modeled after the Preliminary English Test speaking assessment.
The researcher implemented Storytelling as a teaching method for the Experimental Group, while the Control Group received instruction through traditional methods To assess the impact of the Storytelling technique on students' speaking performance, a PET speaking test was conducted as a post-test Initially, a pre-test was administered to establish a baseline, followed by the post-test to evaluate any improvements in the students' speaking abilities.
The results of both Pre-test and Post-test were used in order to analyze the data collection
The study involved distributing questionnaires to students to assess their attitudes towards the introduction of storytelling in speaking performance Data collection focused on comparing pre-test and post-test results to demonstrate improvements in students' speaking abilities.
Design of the study
The thesis consists of the following main parts:
Chapter 1: Introduction This chapter presents the rationale, the aims and the scope of the thesis The research questions, methods and the design of the study are moreover included in this chapter
Chapter 2: The Literature Review covers the theories or research studies on
Chapter 3: Research Methodology This chapter shows the method and procedure to collect the data for getting the findings
Chapter 4: The Findings and presenting presents and discusses findings of the study in teaching and learning speaking in Thanh Hoa Secondary School
LITERATURE REVIEW
Speaking skill
According to Little Wood (1981), verbal communication is an interactive process involving both the speaker and the audience, characterized by the essential skills of speaking and listening with understanding He emphasizes that effective verbal communication requires both parties to engage actively, utilizing the productive skill of speaking and the receptive skill of listening.
According to Wright et al (2009), storytelling allows students to learn English naturally, similar to how children acquire their mother tongue, without the pressure of traditional study methods This approach enables students to absorb the language in a stress-free environment, enhancing their learning experience Storytelling also assists teachers in creating meaningful contexts for language use, encouraging learners to engage actively To participate effectively in storytelling activities, students must comprehend what others communicate, which in turn motivates them to express their own viewpoints and share information through speaking or writing.
Richards and Renandya (2002) emphasize the importance of effective verbal communication, highlighting that students must be adept at using language appropriately in social interactions This includes both verbal and nonverbal elements, such as body language and expressions, which are essential for clear message delivery Richards also asserts that teachers play a crucial role in maintaining a balance in storytelling, which helps to address the limitations of various teaching approaches.
Storytelling approach is to motivate students' awareness in learning language skill
Storytelling is an effective tool for enhancing communication skills in students, allowing them to practice and apply their social knowledge Integrating storytelling into speaking courses can significantly improve the learning experience and foster better engagement among learners.
According to Paulston (1974), communicative competence encompasses more than just linguistic competence, highlighting a significant distinction between the two Research from the 1970s emphasized that while linguistic competence involves knowledge of grammar and vocabulary, communicative competence also requires interactive and frequent communication skills Xu Li-sheng (2000) further identifies that communicative competence comprises not only linguistic knowledge but also three additional factors essential for effective communication.
Communicative competence is a crucial factor in speaking proficiency, as it enhances effective communication by considering backgrounds and cultures (Scarcella, 1992) Language learners must prioritize communicative competence during their speaking skill development, as it closely relates to the nature of speaking Given that speaking is essential in daily interactions, it should be the primary focus when learning a new language For non-native speakers, mastering spoken language can be challenging, as it requires understanding the language's nuances and context-specific applications Therefore, instructors should emphasize teaching learners to communicate thoughts accurately and fluently in spoken language.
To assist students in improving their speaking skills, teachers must identify the factors influencing their speaking performance Key elements include execution conditions like time pressure, preparation, performance standards, and support levels, as well as emotional factors such as motivation, confidence, and anxiety Additionally, listening skills and feedback during speaking activities play a crucial role in shaping students' speaking abilities.
Students engage in speaking tasks under various conditions, which can significantly influence their performance According to Nation and Newton (2009), these conditions include time pressure, planning opportunities, performance standards, and the level of support provided.
Emotional factors play a significant role in the success or failure of language learning, as highlighted by Krashen (1982) He emphasizes that motivation, self-confidence, and anxiety are key components that influence second language acquisition Understanding and addressing these emotional aspects can enhance learners' experiences and outcomes in mastering a new language.
According to Doff (1998), effective speaking skills cannot be developed without first cultivating listening abilities, as comprehension of spoken language is essential for successful dialogue Shumin (1997) supports this view, emphasizing that communication involves a reciprocal process where one person speaks while the other listens and responds Thus, each individual functions as both a speaker and an audience member, highlighting the interdependence of speaking and listening skills Without understanding what is being said, meaningful responses become impossible, underscoring the close relationship between these two abilities.
Topical knowledge, defined as the information structures stored in long-term memory (Bachman & Palmer, 1996), reflects a speaker's understanding of related information This knowledge allows learners to effectively use language in context with their real-world experiences According to Bachman and Palmer, test tasks may be easier for individuals with relevant topical knowledge, while those lacking it may find them more challenging They emphasize that topical knowledge significantly influences speaking performance.
Students often seek feedback from their teachers regarding their performance, but not all speaking activities should be managed in the same manner According to Harmer (1991), teachers' responses to students' performances depend on the lesson's stages, the activities, the types of mistakes made, and the individual student involved If instructors correct every issue immediately, it can disrupt the flow of conversation and hinder the purpose of speaking practice To foster a comfortable speaking environment, teachers should consistently provide positive feedback and address students' mistakes constructively.
2.1.3 The importance of speaking ability
According to McCarthy and O’Keeffe (2004), speaking macro ability encompasses various smaller sub-skills Bailey and Lance Savage (1994) identify key components that are evident in speech assessments, including fluency, vocabulary, grammar, pronunciation, and interaction Mastery of these sub-skills is essential for achieving competence in English speaking.
To start with, Nunan (2003) clarifies that spoken learners who get fluency are
Achieving fluency in spoken English allows individuals to communicate quickly and confidently, despite occasional hesitations or word searches The ability to speak English fluently has a significant impact in real-life situations, making it an essential skill that cannot be overlooked.
Precision in language learning is crucial, as it reflects how closely students' speech aligns with authentic English usage According to Harmer (2001), accuracy encompasses the correct application of language concerning syntax, vocabulary, and pronunciation Specifically, it emphasizes the appropriate use of word forms and sentence structure In terms of vocabulary, accuracy involves selecting the right words to convey precise meanings and expanding lexical knowledge Additionally, pronunciation accuracy refers to producing speech sounds in a manner that is easily understandable to the majority of listeners.
Assessing speaking
Numerous studies highlight effective strategies for planning a speaking program that enhances learners' speaking fluency A growing body of literature examines the improvement of fluency and recommends various activities for its development Researchers have identified conditions that foster fluency in L1 verbal communication and suggested classroom and extracurricular methods to enhance children's speaking skills Key recommendations include using high-success texts, modifying teachers' responses to speaking errors (pause-prompt-praise), modeling fluent speech, encouraging free and intentional speaking, implementing repeated speaking exercises, and providing opportunities for student choice Additionally, language specialists have explored techniques to promote fluency in EFL contexts, including repeated and paired speaking activities.
Deno (1985) noted that several studies have utilized curriculum-based estimation to assess L1 verbal speaking fluency, which serves as a key measure of a student's performance in speaking, writing, and spelling In speaking assessments, accuracy is determined by dividing the number of correctly spoken words per minute by the total number of words and comparing this performance against established target rate standards Additionally, the overall word count is evaluated to gauge students' execution relative to these benchmarks.
This weekly assessment allows both students and instructors to evaluate progress more frequently, enhancing learning outcomes Additionally, casual speaking inventories have long been employed to assess L1 verbal communication, highlighting word decoding ability as a crucial indicator of a reader's development Researchers have also developed rubrics and fluency standards to measure overall speaking proficiency and fluency (Good & Kaminski, 2002).
Recent studies on measuring L1 verbal speaking fluency have often overlooked comprehension until Allington (2003) emphasized its importance in fluency assessment He proposed methods for evaluating comprehension, including having teachers retell stories, which encourages speakers to recall key elements Some educators utilize thought units to facilitate comparisons between the original story and the retelling Additionally, researchers have shown increasing interest in measuring speaking performance, with some employing a four-point scale that reveals a strong connection between fluency and speaking comprehension.
Kuhn and Stahl (2003) explore speaking performance through various expectations, while many researchers have defined indicators of speaking ability According to Grabe (2004), there is extensive discussion surrounding three key indicators: automaticity, accuracy, and prosody.
Automaticity is a key indicator of speaking ability, defined as the capacity to perform speaking tasks without relying on supplemental resources It reflects the effortless execution of speech with accuracy and fluency Research by Schwanenflugel et al (2006) emphasizes that developing speaking skills in one's first language (L1) is essential for achieving automaticity in speech.
Speaking ability is a crucial skill in language learning, allowing students to effectively express their thoughts and feelings through verbal communication It is essential for students to master this skill to meet their language learning objectives Communication involves at least two participants—the sender and the receiver—who use spoken language as a tool to convey important messages The primary goal of speaking is to exchange information, making it an integral part of human interaction.
Prosody is a crucial indicator of oral speaking ability, as highlighted by Yamashita & Ichikawa (2010) Effective oral communication in a first language (L1) relies on various prosodic features, including stress, melody, pitch variations, pronunciation, intonation, phrasing, and pausing.
Research indicates that prosody significantly influences students' comprehension during speaking activities Consequently, it is recommended that oral speaking fluency be assessed through a combination of accuracy, prosody, and automaticity Without comprehension of the content, speaking performance may be negatively impacted.
2.2.2 Fluency vs accuracy in speaking assessment
In speaking assessment, both fluency and accuracy are basic Learners have to be created speaking aptitude through classroom works out
EFL execution and competence are intricate concepts recognized by language professionals, encompassing various components Research has predominantly focused on three key elements—fluency, accuracy, and complexity—since the 1990s to evaluate EFL performance These factors serve as both performance descriptors and indicators of language proficiency Fluency pertains to the ability to use the language with native-like speed, accuracy involves producing language with minimal errors, and complexity reflects the capacity to utilize a diverse range of structures and vocabulary (Wolfe-Quintero, Inagaki, & Kim).
Accuracy is a key characteristic of speaking appraisal, as learners must not only be fluent but also precise in their foreign language use Speaking English with a high level of accuracy means making very few mistakes, which is why second language educators emphasize precision in their teaching plans Learners should pay close attention to the correctness and completeness of language structures while speaking, focusing on grammar, vocabulary, and pronunciation.
Since the 1980s, accuracy has been distinguished from fluency in the analysis of second language verbal skills Research has identified fluency-oriented and accuracy-oriented activities within language programs, where fluency exercises enhance spontaneous language production, while accuracy emphasizes the correct use of language structures In the context of EFL acquisition, complexity is associated with language tasks and production, and can be divided into cognitive complexity, which relates to the learner's characteristics such as memory span, and phonetic complexity, which pertains to the language system itself Indicators of a learner's linguistic complexity include the variety of structures used and the breadth of their vocabulary.
Fluency is a crucial aspect of speaker evaluation and a primary goal for educators in developing speaking skills It enables individuals to communicate effectively and swiftly, minimizing pauses that could disrupt the flow of conversation According to Brown & Yule (1983), fluency pertains to speech production, highlighting the capacity to connect speech units effortlessly, without excessive slowness or hesitation.
Previous research on the influence of external factors on language learners' accuracy and fluency has suggested strategies for assessing these components and understanding their development Wigglesworth (1997) found that providing more time allows high-capability learners to produce complex and fluent language, although the findings were inconclusive regarding the impact on accuracy.
Research by Storch (2009) highlighted that collaborative composing significantly enhances the accuracy of second language learners, while fluency and complexity remain unaffected In the context of EFL learning, various formative measures have been employed to assess the influence of treatments on language production For instance, Yuan and Ellis (2003) found that planning time improved learners' writing across fluency, accuracy, and complexity Conversely, Ellis (1987) and Crookes (1989) suggested that while planning time impacts complexity, it does not significantly enhance accuracy More recently, Ahmadian and Tavakoli (2011) demonstrated that careful planning positively influences both complexity and accuracy, although it may hinder fluency.
Teaching speaking to EFL learners
Brown (1994) highlights essential concepts for teaching speaking that can greatly benefit language instructors Firstly, the teaching content should be relevant, enabling students to describe or comment on real-life situations while aligning with their speaking proficiency Teachers are encouraged to provide constructive feedback and motivation without disrupting students' communication flow Additionally, a focus on both interactive fluency and accuracy is vital for effective communication Implementing communication strategies, such as asking questions, using gestures, and initiating conversations, is also recommended Lastly, it is crucial for teachers to assess each student's personality and encourage quieter individuals to engage in discussions By adhering to these principles, teachers can enhance their effectiveness in teaching speaking skills and inspire students in their language learning journey.
In teaching speaking, a basic speaking activity comprises of three primary stages: Setting up, Speaking practice and Feedback (Richard, 2000)
The instructor presents students the speaking theme The particular steps are:
- Explaining (The educator must breaking enlightening into little steps.)
- Demonstrating (It is particularly critical in speaking activities, when students are frequently working in sets or bunches that they know precisely what to do.)
- Double checking is step to make sure every student knows what to do
- Practicing the language with the entire class
- Giving them support with discourse bubbles
Teaching speaking often involves significant interaction among students, allowing them to engage in meaningful communication Educators typically follow a structured approach to facilitate this process.
- Giving clear signals when to begin and stop
- Practicing and listening (teachers should go around to observe or conduce urgent support to students while they are speaking and listening and always check their understandings about the issue)
- No having interruption for students Teachers should carry a piece of paper to take note the mistakes and do not forget to give feedback and correction to the students
- Controlling and observing all activities in class (Teachers always make beyond any doubt that it is not as well loud and English is spoken.)
Feedback is essential in language teaching, as it allows students to share their discussions with their peers Teachers must provide constructive feedback and address any concerns students may have, demonstrating a deep understanding of the learning process.
- The teachers dismiss the class back together
- The teachers ask a pair of students to report back
- The teachers give feedback or correction about students’ language practiced or pointing out mistakes
- The teachers express mistakes taken amid practice on the board
- Students attempt to correct them
- The teachers explain once more in a certain example
- The teachers concentrate on articulation if necessary
Pre-speaking, while-speaking, and post-speaking are crucial phases in language instruction Although there is no fixed duration for each stage, teachers must carefully balance lesson content with teaching objectives It is essential for educators to allocate appropriate time to each phase to ensure effective language acquisition.
It is very necessary for students to have sufficient time for practicing speaking skill
Pre-speaking stage (Presentation stage)
During the stage, students have time for getting knowledge to think around the subject or situation before they speak approximately it Pre-speaking assignments can be:
- Discussing or brainstorming for students (students can summarize all their thoughts on the topic)
- Vocabulary preparation (Teachers teaches suitable vocabularies to support students’ comprehension)
- Prediction (students figure what they may learn about)
Effective pre-speaking activities are crucial for developing coordination skills, including listening and speaking, especially when addressing information gaps This stage should last approximately 10 minutes and may incorporate warm-up exercises The teacher's role is to encourage students to reflect on their thoughts and ideas before they begin speaking.
25 instructor will need to set up the Pre-task and his/her clear informational are required
While-speaking stage (Practice stage)
This stage is crucial for students to practice their speaking skills, allowing them ample time to express their thoughts and opinions on the topic at hand Teachers can facilitate this process with minimal intervention, as students work independently or in pairs on assignments While some may face challenges due to limited language variety, teachers should monitor progress and provide support to struggling students It is also essential for educators to evaluate students' task completion to determine their readiness for the next stage Incorporating communicative activities, such as role plays, games, or discussions, is vital for enhancing speaking skills, and teachers should select suitable activities based on the lesson objectives and classroom dynamics.
Post-speaking stage (Personalization stage)
After practicing speaking skills during the while stage, students can engage in an expansion activity that allows them to apply the information they've learned This post-task often involves "information transfer," where students respond to what they've just learned by relating it to their own experiences For instance, if they discussed a famous football player, they might talk or write about their favorite player in this follow-up activity Writing serves as an effective coordination skill in this stage; for example, students could conduct a survey among their peers and summarize the results in a brief paragraph.
According to Richard (2000) a few exhortation for instructors is suggested to make a great speaking lesson plan:
- Learners speak a lot: Learners should be speaking for most of the lesson or activity This helps to attain the objective of teaching English for communication
- Discussion: this is one of common activities used in speaking classes It should be gathered and organized
- Motivation is high: Learners are enthusiastic to speak since they are curious about the subject and they need to contribute to the lesson/ activity
- Language is appropriate: Learners’ discussion ought to be pertinent, effortlessly comprehensible to each other, and at a satisfactory level of language accuracy
The instructor should actively engage by walking around the classroom and observing discussions to ensure that the lesson meets its objectives and that the activities are appropriately challenging for students.
Effective speaking practice in the classroom is essential for language learners, as it enables them to engage in real-life communication Instructors should incorporate a variety of verbal exercises during speaking lessons to encourage students to practice frequently According to Davies & Pearse (2000), numerous activities can be implemented to enhance speaking skills, fostering a more interactive and communicative learning environment.
Discussion is the most prevalent activity in speaking classes, allowing students to share their thoughts, opinions, and experiences However, many students may hesitate to express their views in front of the entire class To address this, instructors should divide the lesson into smaller groups, facilitating more open exchanges of ideas and suggestions It's crucial for teachers to carefully plan discussion activities by choosing engaging and relatable topics that connect with students' real-life situations.
According to (2000), it is essential for students to understand the topic of discussion, the purpose behind it, and the expected outcomes Additionally, effectively grouping students can significantly enhance the success of the discussion Ultimately, active participation from each student is crucial to ensure that everyone engages in speaking and utilizes the target language.
Role play is an engaging activity for students, particularly those who enjoy mimicking others, as it encourages participation and reduces anxiety in a supportive group setting This strategy allows students to practice a variety of socio-cultural speech acts relevant to different situations, such as asking, apologizing, complaining, and thanking Role play can be conducted using prepared scripts or through students' creativity and experiences The success of this activity largely depends on the selection of topics and the teacher's ability to motivate students.
Engaging exercises foster a sense of humor in the classroom, benefiting both students and instructors Furthermore, these activities are designed to achieve specific phonetic objectives According to Canale & Swain (1980), communicative exercises possess distinct characteristics that enhance language learning.
- The tasks ought to be from real-life situations
- Accomplishing a few result by using language in amusing way
- Make the students practice and connected
- The using of students’ language without difficulties
Subsequently, those are a few of the communicative tasks that can be used in classroom to make the students speak and engage in classroom interaction
Group activities enhance learning by fostering collaboration and discussion In this exercise, the teacher prepares four flashcards that encapsulate a common theme Each flashcard is then distributed to one of four subgroups After a brief discussion period, the teacher prompts each subgroup to share their observations about their assigned card Subsequently, the teacher and the first subgroup work together to identify the central idea represented by the flashcard.
In this engaging classroom activity, the educator provides pairs of students with two similar pictures that contain slight differences Each student presents a description of their picture to the class, prompting the audience to identify the distinctions between them The teacher fosters a sense of competition among the audience members, enhancing their observational skills and encouraging active participation in the learning process.
Storytelling
Storytelling is a visual and realistic representation that illustrates the connections between concepts, terms, and ideas within a learning context (Hall and Strangeman, 2001) According to Miller (1998), storytelling can take the form of graphs or outlines of written and verbal statements It is often referred to by various names, including information maps, concept maps, story maps, cognitive organizers, and progress organizers These tools encompass a range of formats, such as semantic maps, semantic feature analysis, cognitive maps, surrounded diagrams, and Venn diagrams (Kim et al., 2004).
Storytelling incorporate words, pictures or symbolic patterns (conceptual, various leveled, patterned and sequential) They show verbal, visual, and coherent
There are 30 distinct learning styles, and while storytelling can take various forms, they typically share a common goal They illustrate the connections between facts, figures, and key concepts within a learning task, as highlighted by Robinson.
Since 1995, various types of organizers have been selected for their suitability for educational content, serving as effective tools for planning, instruction, and assessment These organizers enhance student understanding and foster their full potential.
Storytelling serves as an effective tool for enhancing speaking skills in teaching, categorized into two main functions: one that illustrates fundamental information structures such as whole-to-part and cause/effect, and another that addresses specialized needs like planning and objective setting These capacities are widely recognized in classroom language, emphasizing the importance of storytelling in educational contexts.
For example, if the speaking presentation focuses:
➢ On sequential manner, a list or a timeline is often used
Bromley, K (1999) 50 Storytelling for speaking, writing and more
➢ On a compare/ contrast mode, a 2-column chart or Venn diagram is used
Bromley, K (1999) 50 Storytelling for speaking, writing and more
➢ On a central theme, a mind map or a network tree is used
Bromley, K (1999) 50 Storytelling for speaking, writing and more
2.4.2 Principles for telling stories to EFL learners
Various design formats exist to represent fundamental information structures, all aimed at visually demonstrating how information is organized for learners According to Bromley (1999), some common designs include the Four-Column Chart, Clock, Observation Chart, Cluster/Word Web, Describing Wheel, Planning Chart, Flow Chart, Goal-Reasons Web, Hierarchy Chart, Idea Wheel, KWL/KWHL Chart, Ladder, Persuasion Map, Fact and Opinion Chart, Progress Report, Sequence Chart, Spider Map, Step-by-Step Chart, Story Map, T-Chart, Time Line, and Venn Diagram.
Choosing the suitable organizers includes thought of function, reason, the nature of the material/information, the classroom activity and individual preference Some introductory questions to consider are:
• Is only one topic involved, or are there many?
• Is the information linear or cyclical?
• Is this time involved? Are there hierarchical level?
A Venn diagram features overlapping circles, typically two but sometimes up to five, and is a valuable tool for students to compare and contrast characters, settings, events, or other literary elements.
Bromley, K (1999) 50 Storytelling for speaking, writing and more
A cause and impact outline is a powerful tool for speakers to effectively present the various factors (causes) that contribute to a specific situation (effect) related to a topic This outline typically follows a thorough cause and effect analysis.
Bromley, K (1999) 50 Storytelling for speaking, writing and more
It is very helpful for the teachers let their students to promote critical thinking
Utilizing a problem and solution map is an effective approach to teaching speaking, as it encourages both teachers and learners to engage in discussions about various challenges and their corresponding solutions This speaking guide not only enhances students' speaking abilities but also empowers them to articulate their thoughts clearly and persuasively regarding the outcomes of implementing these solutions.
Bromley, K (1999) 50 Storytelling for speaking, writing and more
The compare and contrast matrix is used as implies of comparing distinctive historical occasions, topographical regions, social and conventional contrasts or
34 political frameworks It is best suited to speaking introduction that's full of subtle elements and requires the students to memorize numerous realities almost distinctive individuals, places, or occasions (Miller, 2011)
Bromley, K (1999) 50 Storytelling for speaking, writing and more
A network tree is a storytelling method that visually represents the connections between facts and information relevant to a specific topic This tool enables students to effectively organize and present their thoughts, illustrating the relationships that pertain to their subject matter.
Bromley, K (1999) 50 Storytelling for speaking, writing and more
A K-W-L chart helps students understand what they know (K), what they want to know (W), and what they learned (L) when speaking or researching a topic
Bromley, K (1999) 50 Storytelling for speaking, writing and more
The K-W-L (Know, Want to Know, What I Learned) storytelling framework empowers students to articulate their existing knowledge about a topic, identify their learning objectives, and reflect on what they have learned through various forms of engagement such as reading, listening, watching, or observing.
Teachers can engage students by using the K-W-L method, asking questions like, "What do you know about cows?" to assess prior knowledge, "What do you want to learn about cows?" to identify learning goals, and "What have you learned about cows?" to reflect on new information gained.
During the lesson, parents or teachers can record students' answers in designated boxes while the child observes This interactive approach allows educators to engage the entire class by collecting responses from multiple students and displaying them on a chart board before the lesson progresses.
- Student(s) can also fill inside the chart themselves, perusing the questions, and stopping the imperative information into each box
- See an outline below based on a student who studied a book around reptiles and filled inside the K-W-L Organizer before and after examining the book
2.4.3 Benefits of storytelling in EFL teaching
The theory of cognitive learning, as outlined by Ausubel et al (1978), emphasizes the importance of storytelling and the logical organization of information in a top-down manner Weinstein and Mayer (1986) further noted that language teaching and learning are best understood through a cognitive framework that categorizes information into short-term and long-term memory components, facilitating direct learning Additionally, McElroy and Coughlin (2009) found that optimal learning occurs when functional information is effectively displayed and systematically arranged in a meaningful way within students' minds.
Numerous studies indicate that meaningful learning is enhanced through the use of storytelling in language teaching Students who engaged in storytelling as a learning strategy outperformed their peers who relied on traditional note-taking methods, such as underlining (Amer, 1994) This approach not only fosters better retention but also enriches the overall learning experience.
Hammond and Chularut (2004) highlighted the effectiveness of storytelling in language teaching, demonstrating how it can be integrated with cognitive learning theory to enhance student engagement and analysis Storytelling serves as a versatile tool in education, facilitating everything from brainstorming ideas to analyzing findings Additionally, it proves to be an effective method for both individual and large group instruction in language learning.
METHODOLOGY
Research questions
The study aimed to find out the answer for two following questions:
1 How does Storytelling affect EFL secondary students' speaking accuracy?
2 How does Storytelling affect EFL secondary students' speaking fluency?
Participants
This study will take place at Thanh Hoa Secondary School, located in a border area of Long An province in the Mekong Delta region of southern Vietnam The research will involve 660 students aged between twelve and fifteen, spanning grades 6 to 9.
9 Most students come from Thanh Hoa Town in Long An Province As a foreign language, English is one of compulsory subjects to teach in the academic curriculum In generally, students in the school have to face with difficulties when studying English because they are lack of facilities to study English The scaring of learning English is a big problem for students in the school Second, parents do not have command in learning English for their children The aim of studying English of these students is to pass the examinations Besides, the teachers only concentrate on teaching grammar and reading but ignore speaking during English lessons in the class Therefore, the teachers are also faced with the difficulties in making balances in teaching 4 skills in the class
At Thanh Hoa Secondary School, students aged 12 to 15 are engaged in a study involving two randomly selected classes, 8A5 and 8A6, comprising a total of 80 participants In this research, 40 students from class 8A5 serve as the control group, where traditional methods are utilized to teach speaking skills, while the remaining 40 students from class 8A6 are selected for a different instructional approach.
In Thanh Hoa Town, 42 students participated in an experimental group that utilized storytelling to enhance their speaking skills These students, who have been learning English for five years in both primary and secondary schools, often faced challenges when presenting topics in class, with only a few able to communicate effectively in English This indicates a significant gap in their speaking proficiency developed during their earlier education Interviews revealed that many students were unfamiliar with storytelling as a teaching method, as their previous teachers had not employed this technique Consequently, it was essential to provide a thorough explanation of storytelling and conduct sample lessons before integrating it into their speaking curriculum.
Material
The course book TIENG ANH 8 was used in the study being published by Education Publishing House with consisting of 16 units:
▪ Unit 6: The young pioneers club
▪ Unit 8: Country life and city life
▪ Unit 11: Travelling around Viet Nam
▪ Unit 14: Wonders of the world
The English textbook is structured around specific subjects, serving as the foundation for content selection and organization In this framework, students are viewed as the focal point of the learning process, enabling them to engage actively and creatively in activities that enhance their communicative English skills Teachers act as facilitators, advisors, and organizers of the teaching and learning experience Each unit is divided into five distinct sections.
Teaching reading is essential for developing skills like scanning and skimming, enabling learners to engage with the material effectively This process not only enhances their vocabulary and knowledge but also supports their speaking, listening, and writing abilities A typical reading passage ranges from 190 to 230 words and is approached through three key stages: before-reading (warming up), while-reading (processing), and post-reading (checking understanding).
Speaking is a valuable skill that can be enhanced through various activities In this unit, students will engage in discussions, exchanges, reports, and presentations to improve their speaking abilities The teaching of speaking is structured into three key stages: pre-speaking (warming up), while-speaking (processing), and post-speaking (checking understanding), each designed to facilitate effective communication and comprehension.
Listening abilities such as seriously listening, extensive listening, listening for particular information, listening for main idea, ect During teaching listening, there
44 are three stages such as before-listening (warming up), while-listening (processing), and post-listening (check understanding)
As being a profitable skill, there are three stages such as before-writing (warming up), while-writing (processing), and post-writing (check understanding)
Writing examples such as letters, narratives, reports, or passages are often presented to learners, allowing them to observe the models, structures, and language elements necessary for effective writing.
In "Tieng Anh 8," students encounter comprehension exercises after every three units to assess their fluency, covering relatable topics such as daily routines, environmental issues, and modern technology The curriculum also emphasizes essential grammar points beneficial for learners However, students often experience boredom during speaking activities, which can be more challenging than other skills The simplicity of the speaking assignments contrasts with their demanding nature, especially in the post-speaking phase where students are tasked with reporting or presenting topics that may not fit within a 45-minute class Therefore, it is crucial for teachers to organize and implement engaging new activities to maintain student interest and prevent classroom monotony.
Learners’ language competences are solidified in this lesson In this part, pronunciation and grammar are two components for both teachers and student to emphasize
Each course consists of four lessons per week, including three core lessons and one optional lesson, structured across two semesters The first semester spans 19 weeks with 58 teaching periods, while the second semester lasts 18 weeks with 54 teaching periods Throughout the school year, students are required to complete various assessments, including two final exams, four 45-minute written tests, four 15-minute written tests, two speaking tests, and two to three verbal assessments.
Research methods and procedures
This research employed a Pre-test and Post-test methodology to assess the study's impact A qualitative approach was utilized to evaluate the effect of the independent variable on the dependent variable.
The data collection process at Thanh Hoa Secondary School spanned 8 weeks during the second semester, involving 80 students from classes 8A5 and 8A6 Participants were divided into two groups: the Experimental Group (8A5) and the Control Group (8A6) Prior to the intervention, a comprehensive lesson plan and pre-test were developed, ensuring students understood the study's objectives The Pre-Speaking test was administered to both groups to gather data, utilizing established rubrics for assessing speaking performance.
At the beginning of the teaching process in the Experimental Group, instructors provided participants with vocabulary and structures relevant to the speaking topic to establish a foundational understanding Subsequently, the instructor utilized storytelling formats, encouraging students to brainstorm ideas related to the subject, which facilitated deeper comprehension and critical thinking.
In a speaking activity, the instructor organized students into eight groups of five, providing each with a storytelling template to complete with their own ideas Each group elected a leader to delegate tasks and a secretary to document their thoughts The instructor offered guidance on enhancing coherence in their presentations through the use of transition words and connectors Subsequently, each group presented their topic to the class, while other groups listened attentively, providing feedback and additional insights.
In a storytelling exercise, each student was tasked with presenting in front of the class, allowing for a practical application of storytelling techniques Their introductions were meticulously recorded for later analysis, ensuring a comprehensive review of their performance At the end of each lesson, the teacher provided valuable feedback to enhance their skills and understanding of storytelling.
In the third stage, the educator assessed the effectiveness of the speaking assignment by analyzing the results of a speaking test conducted two months later Utilizing supplemental software, the mean and standard deviation of two groups were calculated, with the findings detailed in Chapter 4.
In the fourth stage of treatment, achieving excellent results in the speaking test was a critical focus, with motivation being essential for success After completing the lessons, the instructor posed ten questions to the students about the advantages and disadvantages of learning storytelling This storytelling process was crucial for students to discuss, as it is a new method that helps them organize their speaking in a coherent and logical manner.
Instruments of Data Collection
For gathering the data, a questionnaire is an instrument with 6 questions to be carried out to the participants of the survey
After introducing Storytelling to the participants and ensuring their understanding, questionnaires were distributed to collect their feedback on the topic This approach allowed participants to feel at ease with the clear explanations provided, ultimately resulting in reliable data collection.
The questionnaire for students was designed to identify what telling story method was used for grade 8 at Thanh Hoa Secondary School
The questionnaire (see Appendix 1 for details) contained 8 questions The contents of the questions were about the telling story method was used for grade 8 at Thanh Hoa Secondary School
Tests were conducted to assess students' speaking abilities and gather data on their proficiency in the second language To ensure accurate results, these assessments must be carefully designed to effectively measure students' skills.
The Preliminary English Test (PET) was utilized to ensure adherence to the principles of effective testing, recognized as an international standard Participants were encouraged to assess their "level of language capability," with the study focusing on individuals at a rudimentary English proficiency level Consequently, basic speaking tasks were selected to align with their abilities All relevant tests are detailed in "Appendix 2," chosen for their status as standardized assessments.
They are developed by specialists and therefore considered to be well developed, reliable and valid.
Data Collection Procedures
Data collection procedures were conducted during the 2017-2018 academic year, specifically from early September 2017 to the end of April 2018 The process adhered to a series of defined steps to ensure accuracy and consistency.
In the first week of September, a researcher administered a pre-test to 80 participants to collect data and assess their speaking proficiency The results were analyzed to evaluate the students' speaking skills effectively.
- The treatment of Storytelling on the Experimental Group endured for 12 weeks from the first week of January to the final week of February
At the end of March, all participants from two groups were required to complete a Post-test, which was administered to 80 individuals to assess the differences in outcomes before and after the implementation of Storytelling techniques.
- After doing the post test, the students were taken with the surveys, which were pointed to assemble information almost students’ attitude toward Storytelling
All of this work was finished within the second week of April, 2018.
Analytic Procedure
This study employed quantitative methods to assess the impact of storytelling on the speaking performance of students at Thanh Hoa Secondary School Using Microsoft Excel, significant differences in mean scores between pre-tests and post-tests were analyzed Additionally, survey data provided valuable insights into students' thoughts and reflections on the storytelling experience they underwent over a 12-week period.
The pre-test and post-test scores were analyzed using Microsoft Excel to evaluate the mean and standard deviation, determining whether storytelling positively impacts students' speaking performance.
The survey consisted of 8 questions which points at explore the students’ opinions almost learning speaking, troubles in learning speaking, benefits and necessities of utilizing Storytelling in speaking