(LUẬN văn THẠC sĩ) a study on using storytelling to improve english speaking for students at a primary school in hanoi

INTRODUCTION 1 Rationale

Statement of the problem

The researcher examined various studies on the effectiveness of storytelling, primarily focusing on vocabulary development, listening skills, and presentation among teenagers and adults This study specifically aims to investigate how storytelling impacts the speaking skills of primary students and their attitudes towards this technique.

This research investigates the effectiveness of storytelling in enhancing speaking skills and shaping attitudes towards this technique among students at Ly Nam De Primary School The study focuses on specific objectives related to the impact of storytelling on student engagement and language proficiency.

1 To examine the impact of applying storytelling in teaching speaking for the young learners at a primary school in Hanoi

2 To determine the students’ attitudes in learning speaking through storytelling

In an attempt to achieve the aims and objectives stated above, the following research questions were addressed:

1 To what extent can storytelling affect children’s English speaking ability?

TIEU LUAN MOI download : skknchat@gmail.com

2 What are the students’ attitudes towards using storytelling in developing speaking skill?

A study at Ly Nam De Primary School in Hanoi focused on 14 eight-year-old students to explore the impact of storytelling on their attitudes towards learning speaking skills The research specifically examined how storytelling influences young learners, while noting that the application of other speaking strategies in different grades was outside its scope.

This study aims to identify effective strategies for enhancing speaking skills, providing valuable insights for English teachers, especially at Ly Nam De school The findings can serve as a practical reference to improve teaching methods and engage students in their speaking practice.

The study consists of three main parts: the introduction, the development and the conclusion

CHAPTER 1: “Introduction” presents rationale, statement of the problem, aims and objectives of the study, research question, the scope of the study, significance of the study, and the design of the study

CHAPTER 2: “Literature” provides a literature review on theoretical issues related to speaking, storytelling, students’ attitude and previous studies

CHAPTER 3: “Methodology” describes an overview on context of the study, research design, instrument used in the study

CHAPTER 4:“Data analysis and discussion” presents details in the methodology, the data analysis, findings and discussion

CHAPTER 5: “Conclusion” gives a brief review of the whole study and some limitations of the study and suggestions for further study

Research question

In an attempt to achieve the aims and objectives stated above, the following research questions were addressed:

1 To what extent can storytelling affect children’s English speaking ability?

2 What are the students’ attitudes towards using storytelling in developing speaking skill?

A study conducted at Ly Nam De Primary School in Hanoi focused on 14 eight-year-old students to investigate the effects of storytelling on their attitudes towards learning speaking skills The research highlights the significance of storytelling as a teaching method, while noting that the exploration of other speaking strategies for different grade levels falls outside its scope.

This study aims to identify effective methods for enhancing speaking skills, providing valuable insights for English teachers, especially at Ly Nam De School The findings will serve as a practical reference to improve teaching strategies and engage students in the learning process.

Significance of the study

This study aims to identify effective strategies for enhancing speaking skills, providing valuable insights for English teachers, especially those at Ly Nam De school The findings can serve as a practical reference to improve teaching methods and engage students in the learning process.

Organization of the thesis

LITERATURE REVIEW 4 2.1 Speaking

Definitions of speaking skill

Speaking is a crucial skill in everyday life, as highlighted by educators and researchers According to Bailey and Savage (1994), it serves as a fundamental output of reading and listening, essential for daily communication Hayriye (2006) further emphasizes that speaking is a vital component of language learning, significantly impacting students' academic experiences and their lives beyond school.

Speaking is defined as a form of oral interaction, where individuals convey information and express their thoughts and ideas (Nunan, 1991) This perspective emphasizes that speaking involves delivering speeches and sharing opinions Additionally, Chaney (1988) describes speaking as the process of constructing and sharing meaning through both verbal and non-verbal symbols across various contexts, highlighting the importance of body language in conveying feelings and opinions during communication.

In summary, effective speaking involves the use of words and sounds to convey ideas, feelings, and thoughts through natural voice It requires both verbal and non-verbal symbols to articulate the speaker's knowledge and opinions during communication Consequently, speakers must integrate various skills to enhance their speaking abilities.

2.1.2 Techniques to teach speaking skill to young learners

According to Nunan (1991), learners benefit from having ample opportunities to practice the target language in meaningful contexts In addition, Nunan (2003) offers valuable suggestions for effectively teaching speaking skills.

Firstly, teachers need to prepare the lesson carefully to get the differences in

Students often face challenges in learning a foreign language due to the lack of opportunities to practice outside the classroom, which leads to difficulties in understanding and communicating with native speakers in real-life situations.

To foster language development at the beginning and intermediate levels, it is essential for teachers to focus on both fluency and accuracy Providing students with opportunities for fluency-building practice is crucial, as making mistakes is a natural aspect of learning a new language However, it is equally important to emphasize accuracy as a key objective in the learning process.

Incorporating pair and group work into speaking lessons significantly enhances student engagement and language practice These collaborative activities provide learners with increased opportunities to communicate in the target language, allowing them to spend more time speaking Additionally, students benefit from exchanging ideas and knowledge on various topics, which further enriches their speaking skills.

Teachers should design speaking tasks that promote negotiation for meaning by encouraging students to ask for clarification, repetition, or explanations By assessing students' abilities, educators can create speaking activities that cater to all proficiency levels within the classroom.

Teachers should create classroom activities that focus on both transactional speaking, which involves communication aimed at achieving specific goals such as exchanging goods or services, and interactional speaking, which emphasizes social communication.

Assessing speaking skill

Assessment refers to collect information and judge learner’s knowledge (Brindley, 2003) A teacher must set clear instructional goals to assess goals which students can meet

Teachers should allocate time for students to respond, allowing learners a few minutes to transition into English before administering an English language assessment Additionally, the test must be designed to effectively evaluate their language skills.

6 clear instruction More seriously, students need to be shown that the examiners assessing them can be trusted (Linse, 2005)

Many forms of speaking test are used to measure students’ ability Johnson

In 2001, various techniques for assessing speaking skills were highlighted, including oral interviews, role-play, simulation, and imitation, each offering unique benefits The oral interview, a traditional method, involves examiners asking learners personal questions and discussing visual prompts, with Heaton (1990) advocating for its effectiveness in evaluating speaking abilities Consequently, the researcher has structured the study to incorporate two key components: personal introductions and storytelling based on picture sequences.

Criteria levels for evaluating speaking skill

A wide range of authors set standards for English speaking evaluation Oller

In evaluating English speaking skills, Heaton (1990) proposes a six-band system emphasizing fluency, accuracy, vocabulary, grammar, and communication, advocating for a rating scale with descriptive grades instead of a marking scheme This research utilizes an adapted rubric from SaeOng (2010) and Heaton (2009), focusing on key criteria: fluency assesses the smoothness and speed of speech, content evaluates the organization and coherence of the story, grammar examines word order and sentence structure, and vocabulary analyzes the appropriateness and meaning of words used.

Storytelling

Before the advent of television, computers, and the internet, children often enjoyed listening to folklores shared by their grandparents or parents at bedtime Storytelling, as defined by Rubin (1990), is the "oral interpretation of literature and folklore," encompassing key elements such as the story, the storyteller, the setting, and the audience Harari (2014) emphasizes that imaginative stories and personal experiences are what set humans apart from animals This traditional form of storytelling serves as a natural means for passing down knowledge and cultural heritage from one generation to the next.

In contemporary discussions, storytelling is understood in various ways by different authors According to Safdarian (2013), it involves students retelling stories in their own words after listening to a teacher's narration Additionally, Stanley and Dillingham (2009) describe storytelling as an oral activity that incorporates improvisation, facial expressions, and body movements to captivate audiences by engaging multiple senses and evoking emotions Furthermore, Champion, as cited in Irawati (2003), emphasizes that storytelling is an expressive oral activity where language and gestures are creatively employed to vividly depict scenes in a sequential manner.

It can be inferred from all above that storytelling is oral activities with creative scenes in sequences which promote children’s imagination, language learning and motivation

Many researchers state that using stories brings various advantages including language learning, imaginational and motivational benefits Ellis and Brewster

Storytelling plays a crucial role in enhancing children's imagination and creativity by allowing them to connect with characters and illustrations on a personal level This imaginative engagement not only fosters creative skills but also bridges the gap between fantasy and reality in a child's life Furthermore, as noted by Hayriye (2006), storytelling encourages students to express their ideas freely, promoting imaginative thinking without the constraints of right or wrong answers.

Stories naturally incorporate key vocabulary and phrases, aiding children in understanding and recalling story details, which enhances language learning (Ellis & Brewster, 2002) Additionally, Ellis and Brewster highlight that stories can connect language study with practical use, bridging classroom learning with real-world experiences They note that while some activities may not focus heavily on language, they play a crucial role in fostering a sense of enjoyment, creativity, and engagement in learning English (Ellis and Brewster, 1991:1).

Storytelling significantly boosts motivation in learners by blending instruction with entertainment, as noted by Stockdale (1995) Krashen (1981) emphasizes that motivated learners with high self-confidence and low anxiety levels are more likely to succeed in acquiring a second language Consequently, storytelling not only enhances students' speaking skills but also serves as a powerful tool for conveying images, ideas, and emotions that inspire them to engage with the language.

Teachers play a crucial role in facilitating the learning process, as they bear the significant responsibility of imparting knowledge and skills to students They guide learners in developing critical thinking abilities and educate them on how to absorb, analyze, and enhance their personal knowledge and skills.

Before telling stories to students, teachers must prepare thoroughly by familiarizing themselves with the books and illustrations, selecting key details to emphasize To enhance their storytelling confidence, teachers should listen to recordings of the story and read it multiple times until they feel assured in their delivery (Ellis & Brewster, 2002).

To effectively teach speaking skills through storytelling, it is essential to employ specific techniques Zaro and Salaberri (1995) highlight that storytelling ignites curiosity and engages students' imagination, fostering interest in language Teachers should facilitate experiential learning by encouraging student cooperation during storytelling sessions Utilizing the mother tongue, expressive voice, facial expressions, and hand gestures can enhance the storytelling experience Ellis and Brewster (2002) emphasize the importance of creating a conducive atmosphere where students can see the teacher's expressions and illustrations, using varied gestures and tones to maintain engagement Additionally, Richard-Amato (2003) notes that stories lose their impact without expression and active student involvement Ultimately, storytelling should be a relaxed, enjoyable, and informal process to maximize its effectiveness.

Brewster, Ellis, and Giard (2004) suggest effective storytelling techniques for the classroom, starting with short sessions for students unfamiliar with the method Teachers should narrate stories slowly and clearly, allowing students time to connect sounds and words with visuals while encouraging questions and comments Additionally, making observations about illustrations helps to direct students' focus To foster engagement, teachers can prompt students to repeat key vocabulary and phrases Utilizing gestures, mimes, facial expressions, varied voice projection, and strategic pauses enhances meaning and motivates students to participate in storytelling.

To enhance student engagement during storytelling, teachers should pose questions that promote interaction with the narrative Additionally, by revisiting the story multiple times, educators provide students with valuable exposure to the language, allowing them to decipher meanings and improve retention (Brewster et al 2004: 21).

In summary, teachers serve as essential storytellers, utilizing their engaging voices and expressive facial cues to captivate students By presenting stories in a straightforward manner, they effectively capture and maintain their students' attention.

To teach English speaking through storytelling, criteria for choosing storybooks need to be highly appropriat According to Changer and Harrison

(1992), the following criteria for choosing textbooks are noticed:

Firstly, the level of language such as the vocabulary, structures and functions should be suitable for students’ ability

Secondly, storybooks should contain features which students can imitate such as rhyme, onomatopoeia, rhythm or intonation to improve their pronunciation

Engaging storybooks stimulate students' curiosity, encouraging them to predict future events in the narrative This intrigue not only captivates their interest but also motivates them to explore the target language and its associated culture, enhancing their overall language learning experience.

Storybooks play a crucial role in fostering positive responses to their narratives, encouraging students to cultivate favorable attitudes toward the target language and culture Additionally, these books should provide valuable insights into life within the target culture, enhancing the overall language learning experience.

Teachers must consider students' language proficiency, repetition, and language features when selecting storybooks It's essential to choose books that not only motivate students but also enhance their memory skills and stimulate their curiosity.

Students’ attitude…………………………………………………… 1 Students’ attitude

According to Gardner (1985), attitude is defined as an evaluated response to a specific referent or attitude object, shaped by an individual's beliefs or opinions Generally, students with positive attitudes tend to view their experiences favorably, while those with negative attitudes are likely to perceive their experiences unfavorably.

The research concludes that students' attitudes significantly impact their feelings and behaviors towards language learning, ultimately affecting their success or failure Utilizing storytelling, particularly through tales like "Little Red Riding Hood" and "The Happy and Unhappy Family," aims to motivate students and enhance their engagement in speaking lessons, aligning with the students' levels and characteristics in this study.

Students have their different characteristics that affect learning Teachers should be aware of students’ characteristics to find the suitable methods for young learners

This study focuses on young learners, specifically primary school students, who, according to Piaget’s theory of cognitive development, begin to develop logical and operational thinking between the ages of 6 and 12 These young learners exhibit a strong enthusiasm for learning and a natural curiosity about their surroundings, as noted by Harmer (2007: 82) Consequently, their world is rich with imagination.

Young learners, as noted by Harmer (2007), benefit from examples, making stories with detailed behaviors valuable for memory retention However, children have short attention spans and can easily become bored Research by Brumfit, Moon, and Tongue (1991) highlights that a child's concentration span increases with age, indicating that younger children struggle to focus on a single task for extended periods.

Children are sensitive to criticism and thrive on guidance and support, making individual attention and approval from teachers essential Praising their efforts significantly boosts their motivation and sense of success, as noted by Scott and Ytreberg (1990) Positive encouragement not only excites children but also enhances their motivation Consequently, Harmer emphasizes the importance for teachers to comprehend "how their students think and operate" (Harmer, 2007).

The following list shows general characteristics and language development of a young learner according to Scott and Ytreberg (1990)

- They can tell the difference between fact and fiction

- Their basic concepts are formed They have very decided views of the world

- They ask questions all the times They rely on the spoken words as well as the physical world to convey and understand meaning

- They are able to make some decisions about their own learning

- They have definite views about what they like and do not like doing

- They have a developed sense of fairness about what happens in the classroom and begin to question the teacher’s decisions

- They are able to work with others and learn from others

In conclusion, children learn more effectively through hands-on experiences and engaging situations that foster their curiosity They prefer active participation over directive instruction, and understanding their unique characteristics enables teachers to achieve lesson objectives more efficiently Therefore, incorporating storytelling as a valuable tool in teaching foreign languages can significantly enhance the learning experience.

Previous studies in the world and in Vietnam

Mukminatus (2017) used the observation and questionnaire to measure the effectiveness of storytelling in developing speaking skill This research yeilds the

Research indicates that storytelling significantly enhances students' speaking skills at Hasymim Asy’sari University Students demonstrated the ability to effectively retell content from reading materials, showcasing high motivation during discussions and a strong interest in the assigned topics.

In a study by Ampha (2013), the effectiveness of storytelling-based instruction was evaluated to improve English listening and speaking skills among sixth-grade students The research aimed to assess both the impact of storytelling on skill enhancement and the learners' attitudes towards this instructional method.

A study involving 220 secondary school students revealed that five weeks of storytelling-based instruction significantly improved their English speaking and listening skills The research demonstrated the effectiveness of storytelling as a teaching method, with students expressing high levels of satisfaction in learning English through this engaging approach.

Utilizing storytelling as a teaching technique enhances students' speaking skills by encouraging them to communicate naturally with improved accuracy and fluency Additionally, storytelling fosters confidence, allowing students to present themselves more effectively in front of an audience.

Despite widespread recognition of storytelling as an effective method for enhancing language skills globally, its application in Vietnam remains limited Research, such as Nhan's (2010) master's thesis from the University of Language and International Studies, highlights this gap by exploring the use of short stories to improve speaking and listening skills at the Hai Phong Foreign Language Centre The study not only examined the impact of short stories on language teaching but also assessed students' attitudes towards this approach Findings indicated that incorporating short stories significantly enhances students' listening and speaking abilities.

14 skills Moreover, it reduces students’ anxiety by creating a friendly and relaxing classroom atmosphere that helps them get involved in the class activities

In the thesis "Teaching Vocabulary to Primary Children Using the Storytelling Method" by Trang (2012), the effectiveness of storytelling in vocabulary instruction is highlighted The study involved 153 primary school students who provided insights into the significance and utility of vocabulary learning To assess the impact of storytelling, follow-up questionnaires were administered The findings confirmed that this method is practical, engaging, and beneficial for teaching vocabulary.

The researchers emphasize the significance of storytelling in language education, particularly in enhancing speaking skills among primary school students Noting the scarcity of research on this topic, they decided to undertake an action research project to assess students' attitudes toward storytelling as a learning tool and to evaluate its effectiveness in improving their speaking abilities.

Summary

This chapter outlines the essential literature that establishes the theoretical and conceptual framework for the study, focusing on storytelling and speaking It covers key aspects such as definitions, students' attitudes, characteristics of primary students, criteria for selecting storybooks, storytelling techniques, and the advantages of storytelling Additionally, it discusses criteria for evaluating speaking skills and effective techniques for teaching these skills to young learners The chapter culminates in a review of the primary storytelling strategies utilized in this research, providing a foundation for the subsequent action research aimed at enhancing speaking skills through storytelling for primary students.

METHODOLOGY

Context of the study

This action research study explores the impact of storytelling on enhancing students' speaking skills and their attitudes toward this teaching method Conducted at Ly Nam De Primary School in Hanoi, established in 2016, the institution comprises 30 classes, 40 diverse subject teachers, and over a thousand students Located in Mieu Nha Village, Nam Tu Liem District, the school offers various after-school clubs that effectively foster students' life skills, serving grades 1 through 5 like other primary schools in Vietnam.

The teaching staff includes six English teachers, both Vietnamese and foreign, who have graduated from various colleges and universities The researcher, an English teacher specializing in Math and Science instruction in English at this school, has also completed a Master's course at the University of Language and International Studies, Vietnam National University, Hanoi, with the principal's approval.

At this school, students benefit from additional transformative educational programs like Binh Minh and Ismart, alongside the standard English curriculum mandated by the Ministry of Education and Training The school also promotes extracurricular activities, including English speaking contests, English festivals, and Science Swat, which enhance student motivation and foster a dynamic learning environment for both teachers and students.

English movements of teaching and learning have become much more cheerful and the quality has been gradually improved

The study focuses on eight-year-old learners who demonstrated a limited vocabulary and struggled to express complete sentences and ideas Their grammatical usage was also constrained, leading to a reluctance to participate due to fears of making mistakes.

The research involved 14 students from Ly Nam De Primary School, all of whom have been studying English for over two years While they display a positive attitude towards language learning, many lack interest and motivation in speaking This observation motivated the researcher to conduct the study, aiming to address this issue Each lesson is designed to last 40 minutes, and all participants are eager to engage in the course.

The research utilized two stories, "The Happy Family and Unhappy Family" and "Little Red Riding Hood," which feature engaging language and curious details appropriate for children These narratives impart valuable lessons on family dynamics and behavior Consequently, the researcher selected these stories for instruction in experimental groups.

Research design

This study employed action research to enhance teaching practices, aligning with Cohen and Manion's (2002) assertion that the goal of action research is to improve educational conditions This methodology is particularly suitable for investigating the impact of storytelling on speaking skills and students' attitudes towards this instructional technique, making action research the ideal approach for this study.

A study involving 14 students was conducted using Nunan's (1992) action research cycle, which consists of seven phases: initiation/problem identification, preliminary investigation, hypothesis formulation, intervention, evaluation, dissemination, and follow-up.

In teaching speaking lessons to young students, the researcher observed that many were reluctant to participate, often remaining silent or opting to respond in Vietnamese A lack of confidence hindered their ability to perform in front of peers, and the speaking lessons proved challenging for teachers to engage students due to uninteresting content Additionally, students faced difficulties with pronunciation and had limited vocabulary, which obstructed meaningful conversations This inability to address these challenges resulted in restricted speaking proficiency and dwindling motivation to learn speaking skills over time.

From teaching experience, to identify the actual speaking ability of the

A pre-test was conducted with 14 selected younger students at Ly Nam De Primary School to assess their speaking abilities The test required students to provide basic introductions about themselves and their families, followed by responses to questions on specific topics The results indicated a need for improvement in the students' speaking skills.

To understand the current challenges faced by students, the researcher engaged in informal conversations during break time Many students admitted that they often failed to convey their full stories, relying only on basic vocabulary While some could articulate their thoughts in Vietnamese, they struggled to express themselves in English due to limited vocabulary Additionally, a number of students expressed a lack of confidence in their English speaking abilities.

18 because they had little chance to stand in front of the crowd before Other causes were mentioned namely their lack of motivation and low competences

Students often struggle with speaking skills due to insufficient vocabulary, grammar, motivation, and effective speaking strategies This observation led the researcher to explore literature on enhancing speaking abilities and boosting motivation among primary students Through an examination of teaching methodology books and journal articles, the researcher discovered the potential of storytelling as a strategy for teaching speaking It was hypothesized that implementing this approach could significantly improve students' speaking skills.

In this phase, the researcher developed speaking courses aimed at enhancing participants' speaking skills through storytelling A pre-test was administered to 14 students, consisting of two parts lasting 3 to 5 minutes each Part 1 involved general conversation, where students answered questions about their personal details and family In Part 2, students described pictures and narrated stories based on them, relating the lessons learned to their real lives The tester evaluated their responses and assigned scores, which would be utilized for data analysis in the research.

After seven meetings, a post-test was conducted to evaluate students' speaking achievements and the impact of storytelling on their speaking skills The post-test maintained the same format and criteria as the pre-test, with the same examiner to ensure consistency As noted by Crowl (1996: 114), the test was designed with constant procedures for administration, materials, and scoring The students' scores from this test were utilized for data analysis in the research The storytelling-based speaking course was implemented over a duration of eight weeks, with all course procedures detailed below.

Week 1 - Teacher explained the purpose of the study to students

Students introduced themselves and their families before creating and narrating a story inspired by a picture This activity not only encouraged creativity but also allowed them to reflect on the experiences and lessons learned in their daily lives.

 The happy and unhappy family (period 1)

- Introduce the topic “the family” and the story “The happy and unhappy family”

- Take students curiosity by letting them guess what happened in the pictures, discuss the topics

- Provide the new words and grammar

- Use story outline including the identifications of main characters, settings, problems of the story, story events, and how the problem was solved in the story

 Tell the story then let students read the story in groups by role-play

 Require students to rewrite the short story at home

The happy and unhappy family (period 2)

- Ask some questions to remind the students of the story

- Check students’ mistakes in the writing story Ask students to work in groups to solve the problem in the story and the real life

To effectively apply storytelling in the classroom, utilize tip forms that guide students in retelling a narrative For instance, provide key points such as character development, plot structure, and emotional engagement Encourage students to practice these storytelling techniques in pairs, allowing them to share and refine their narratives through collaboration This interactive approach not only enhances their storytelling skills but also fosters communication and creativity among peers.

Encourage students to rehearse their storytelling in front of the class, emphasizing the importance of intonation, eye contact, fluency, and body language Remind them to prepare thoroughly for their next presentation to ensure an engaging and effective storytelling experience.

The happy and unhappy family (period 3)

- Ask students to retell the story in front of the class

- Ask students to give their friends’ evaluation

- Give students comment Give out the situation in the real life and require students to solve

Little Red Riding Hood (period 1) Introduce the topic “the family” and the story “The happy and unhappy family”

- Take students curiosity by letting them guess what happened in the pictures, discuss the topics

- Provide the new words and grammar

- Use story outline including the identifications of main characters, settings, problems of the story, story events, and how the problem was solved in the story

- Tell the story then let students read the story in groups by role- play

- Require students to rewrite the short story at home

The Little Red Ridding Hood ( period 2)

- Ask some questions to remind the students of the story

- Check students’ mistakes in the writing story

- Ask students to group in groups to solve the problem in the story and the real life

- Ask students to practice telling story in pairs

- Call some students to rehearse in front of the class Remind students using intonation, eye contact, fluency and body language when telling story

- Remind students to prepare to tell the story carefully for the next meeting

The Little Red Ridding ( period 3)

- Inform the next oral test

- Ask students to retell the story in front of the class

- Ask students to give their friends’ evaluation

- Give out the situation in the real life and require students to solve

- Students took the oral test

- Students filled the questionnaire sheet

During the first week, students completed a pre-test (refer to Appendix 3 for details) Following the pre-test, an oral assessment was conducted without any feedback The 8-week plan and framework were communicated, along with the class schedule and established rules.

From the 2 nd to the 6 th week, the teacher applied the storytelling technique in teaching speaking from the first to the sixth lesson to the students The stories

22 were carried out strictly based on the stages: pre-storytelling, while-storytelling and post-storytelling (see Appendix 1 for a sample lesson plan)

The pre-storytelling stage serves as an essential introduction, allowing students to make predictions and activate their background knowledge related to the topic through engaging pre-speaking activities Instead of directly introducing new vocabulary or grammar, the researcher encourages students to examine the title and accompanying images, prompting them to describe what they see and predict the story's content This approach not only familiarizes students with the narrative but also enhances their language proficiency Key vocabulary is introduced using visual aids, miming, brainstorming, or real objects, ensuring that students can identify these new words before the storytelling begins.

During the while-stage, the teacher engaged students with an animated storytelling approach, avoiding direct translation Instead, various interactive activities were employed, such as pausing to let students predict the next part of the story, selecting images based on the narration, and using character flashcards To assess comprehension, the teacher facilitated discussions in pairs or groups, encouraged comparisons between students' predictions and the actual text, and utilized comprehension questions, all of which proved effective for enhancing understanding during this stage.

In the final stage, students retold the story and engaged in reading dialogues, followed by participating in various activities such as role-playing, recording, drawing, and modeling These activities provided opportunities for students to enhance their critical thinking, creativity, and integrative skills across multiple subjects.

In the 8 th week, the post-test was given to the students Both tests were observed strictly to avoid cheating

Data collection instruments

This study explored the enhancement of students' speaking skills through the storytelling technique, employing a comprehensive approach to data collection that included observations, tests, and questionnaires By utilizing multiple instruments, the research aimed to assess students' attitudes towards speaking before and after the implementation of the storytelling strategy, as well as to identify effective application methods for this technique The subsequent section provides an in-depth discussion of each data collection instrument utilized in the study.

In the study, the researcher used questionnaire to gather more uniform and accurate data According to Harry (2009), questionnaire is a set of systematically

The researcher utilized 24 structured questions to gather essential information from respondents regarding their opinions on the speaking learning process By administering a questionnaire during the final meeting, students were given 10 minutes to provide their feedback on whether the technique was engaging The results of this assessment will be thoroughly analyzed and discussed to gain insights into the learners' perspectives.

The study's questionnaire, detailed in Appendices 2A and 2B, was specifically created by the researcher to gather data through 10 targeted questions These questions aim to assess students' attitudes towards the impact of storytelling and their self-evaluation of improvement following the treatment To ensure clarity, the questionnaires were translated into Vietnamese, enabling students to fully comprehend the questions.

Tests serve as a valuable assessment tool in research, as highlighted by Overton (2008), who defines a test as a method for evaluating a student's ability to perform specific tasks or demonstrate mastery of skills and content knowledge In this study, students underwent a speaking test to evaluate their proficiency before and after treatment, allowing for objective measurement of their speaking abilities The results from these tests, categorized as pre-tests and post-tests, provide concise and objective data The pre-test assesses students' speaking skills prior to treatment, while the post-test determines any improvements in their speaking abilities following the intervention.

The reliability of the pre-test and post-test was ensured by maintaining the same format and level of difficulty In Part 1, students engaged in general conversation by answering questions about their personal details and family Part 2 presented a more complex task, where students were tasked with arranging pictures to construct stories.

The article discusses a structured sequence of 25 elements designed to guide storytelling, emphasizing the importance of coherence in narrative construction Additionally, it includes an open-ended question aimed at encouraging students to reflect on real-life situations or contexts they may encounter in the future This approach not only enhances storytelling skills but also prepares students for practical applications of their learning.

The post-speaking test tasks were carefully aligned with the course content, which included two family-related stories that facilitated students' speaking skills through storytelling As a result, all testing materials are directly relevant to the students' learning experiences.

Speaking tests and speaking rubrics were included in Appendix 3 and 4 In terms of speaking rubric, the test follows the test’s assessment of Heaton

(1990) and SaeOng (2010) The researcher made use of the software Microsoft Excel to analyze the data which were analyzed quantitatively by means of descriptive statistics focusing on the percentages

While test cores can be a useful tool in assessing students' language proficiency, they also have limitations, as they may not always accurately reflect a student's true ability due to psychological factors such as nervousness or anxiety Additionally, the reliability and validity of some tests can be questionable, which can further impact their effectiveness To address these concerns and gather more comprehensive information, alternative assessment instruments such as questionnaires and observations are often employed to provide a more well-rounded evaluation of students' language skills.

To enhance the validity of the study and mitigate the limitations of tests and questionnaires, observational research was employed This approach enables researchers to unobtrusively observe participants' natural behaviors, providing a more accurate representation of their actions compared to self-reported data (Burns, 1999: 81).

This research employs participant observation to evaluate the teaching and assessment process, focusing on student participation, attitudes, and task engagement during lessons The study also examines the impact of storytelling on students and includes an assessment of homework completion Observations will be conducted eight times, spanning from the first to the eighth meeting.

Data analysis methods

Data collection involved pre-tests, post-tests, student questionnaires, and observations The researcher utilized Microsoft Excel to compute the mean, median, and standard deviation of students' scores from the speaking tests Questionnaire responses were analyzed quantitatively using descriptive statistics, emphasizing percentages In contrast, observational data were qualitatively analyzed to uncover key themes and patterns.

Summary

This chapter outlines the study's methodology, detailing the participants, study setting, and research design It encompasses the research approach, procedures, data collection instruments—such as tests, student questionnaires, and observations—and the methods for data analysis The researcher emphasizes the careful selection of research methodology to ensure valuable results.

DATA ANALYSIS AND FINDINGS 27 4.1 Data analysis

Analysis of test results

The speaking test aimed to assess how storytelling influenced students' speaking abilities, with a pre-test conducted in the first week and a post-test in the eighth week Test scores were evaluated based on four criteria: content, fluency, grammar, and vocabulary The results of these assessments are detailed below, highlighting the impact of storytelling on students' speaking performance.

The table above shows the findings on the content of speaking which cover the students’ ability in connecting content of the story:

Table 2.1: The students’ content of speaking

Score Pre-test Post-test

The pre-test results indicate that 79% of students (11 out of 14) scored 3 points, demonstrating some errors in story arrangement that affected coherence Meanwhile, 14% of students (2 out of 14) received a score of 2 due to numerous mistakes in content organization and challenges in narrating the entire story Unfortunately, 7% of students (1 out of 14) scored just 1 point, as they struggled to convey the story effectively.

28 pictures and arranged the content incorrectly No one got point 4 and 5 in the pre- test

The post-test results demonstrated significant improvement in student performance after the treatment, with 50% of students achieving a score of 5 by effectively arranging content and narrating the story engagingly Additionally, 36% of students scored 4, having organized suitable content and told the story interestingly, albeit with minor errors Notably, the percentage of students scoring 5 rose from 0% to 50%, while those scoring 4 increased from 0% to 36% Conversely, the number of students scoring 3 decreased, with only 14% achieving this score in the post-test, down from the pre-test, and no students received scores of 1 or 2 This indicates a remarkable improvement in content understanding through storytelling learning.

This table shows the findings on the fluency of speaking which covers the students’ speaking performance:

Table 2.2: The students’ fluency of speaking

The pre-test regarding fluency showed that there was no student (0%) getting

5 points and 3 students (21%) getting point 4 While in the post-test, there were 2 students (14%) getting point 5 because they spoke smoothly and spontaneously; 8

In a recent study, 29 students, accounting for 57%, achieved a score of 4 in their post-test, demonstrating significant improvement in their speaking fluency after engaging in storytelling activities While some students initially scored 1, 2, or 3 in the pre-test, the majority managed to attain a score of 3 in the post-test, indicating notable progress in their grammatical skills as well.

This table shows the findings on using grammar which covers the students’ speaking performance:

Table 2.3: The students’ grammar in speaking

In the pre-test, students' grammar proficiency was rated on a scale from 1 to 5, with no students achieving a score of 5; however, 50% of students (7 out of 14) scored 5 in the post-test Prior to the treatment, 57% of students (8 out of 14) received a score of 4, while the remaining students scored between 1 and 3 Post-treatment results showed a decline in the number of students scoring 4, with only 29% (4 out of 14) achieving this score, and the majority scoring 3.

This leads to the conclusion that students’ grammar in speaking is really improved d Vocabulary

This table shows the findings on using vocabulary which covers the students’ speaking performance:

Table 2.4: The students’ speaking vocabulary

Number of students % Number of students %

In the pre-test, no students achieved a score of 5, with 50% scoring 4 and 22% scoring 3 Following the treatment, scores improved significantly; in the post-test, 50% of students scored 5, 36% scored 4, and none scored 1 or 2 This indicates a marked enhancement in students' speaking competence, demonstrating a clear improvement in their vocabulary skills.

The following is score of students’ speaking achievement in the tests:

Table 2.5: Record of students’ test scores

Students Pre-test scores(/20) Post-test scores(/20)

Table 2.6: Comparison of mean, standard deviation, mode, minimum and maximum between the pre-test and post-test

The analysis of the mean scores indicates significant progress in students' speaking abilities after learning through storytelling The post-test mean score surpassed the pre-test mean, reflecting an overall improvement Additionally, the mode increased from 15 in the pre-test to 19 in the post-test, while the minimum score in the post-test was also higher than in the pre-test Notably, the maximum score achieved in the post-test reached 20, a benchmark that no student attained in the pre-test These findings clearly demonstrate that storytelling as a learning method significantly enhanced students' speaking skills.

The standard deviation decreased from 3.8 in the pre-test to 2.7 in the post-test, indicating that the variation in student performance narrowed significantly after the intervention.

In short, the better result of the post-test can lead to the conclusion that the use of storytelling has positive effect on improving students’ speaking.

Analysis of questionnaires

Questionnaires were administered to gather students' perspectives on their experiences with learning through storytelling Each student responded to a set of 10 questions, and the collected data will be utilized for further analysis.

32 simple statistic to count percentage The result of the questionnaire can be seen in the following:

Please tick (√) in the box that best describes your thought:

Table 3: Students’ attitude toward storytelling

State degree of students’ agreement Frequency (%) of the scale of students’ feeling

1 I like to learn English subject through storytelling because storytelling makes learning become more interesting and funny The time seemed to go by quickly during the class lessons

2 I like to imitate the intonation of the character in the story after I listen to an

3 I like to volunteer to answer and share my opinion through storytelling lessons

4 I like to imagine and take curiosity about some pictures in the story when I experience learning speaking through storytelling

5 I have an opportunity to understand my classmate’s viewpoint and experiences

6 I believe that I will be able to apply to speak what I learned in today’s lesson in various situations in the real life

7 I am happy because I can tell the story in English by myself

8 I am more confident to speak because I have more vocabulary to express the topic

9 The course has encouraged and motivate me to learn speaking more after learned English through storytelling

10 I would like to participate in more storytelling in the future

Table 3 indicates that all students felt motivated and engaged in their speaking lessons through storytelling, demonstrating a high level of interest The findings highlight students' positive satisfaction with the incorporation of storytelling in their learning process.

A recent survey revealed that 86% of students fully enjoy learning through storytelling, with an additional 14% agreeing, highlighting that storytelling enhances the learning experience by making it more engaging and enjoyable Furthermore, when assessing students' attitudes towards imitating intonation in storytelling, 71% of students expressed a preference for this activity, with 57% completely agreeing and 14% agreeing, while a minority disagreed This indicates a strong inclination among students to embrace the expressive elements of storytelling.

Storytelling significantly boosts student engagement, with 93% of students feeling more motivated to express their opinions during class discussions In contrast, only 7% of students reported feeling hesitant to answer the teacher's questions.

The fourth question reveals that storytelling significantly enhances students' curiosity and imagination, with an impressive 93% of students expressing interest, while only 7% disagreed This indicates that storytelling is an effective tool for fostering curiosity and creativity among nearly all students.

A recent study revealed that 93% of students fully agree that storytelling lessons provide valuable opportunities to understand their classmates' viewpoints and experiences, while an additional 7% also expressed agreement This indicates that all students (100%) can benefit from learning through their peers' narratives, highlighting the importance of storytelling in education.

According to the data from the sixth question, 36% of students completely agree and 57% agree that they can apply what they learned to real-life situations, while only 7% reported facing difficulties This indicates that the majority of students are successfully able to utilize the skills acquired from storytelling lessons in various aspects of their daily lives.

The seventh question aimed to assess students' reflections on their storytelling abilities after completing the task independently The collected data revealed that 50% of the students fully agreed, while the other 50% agreed that they felt happy about being able to tell the story in English by themselves This indicates that all students (100%) experienced motivation following their storytelling experience.

In response to the eighth question, 86% of students reported increased confidence in their speaking abilities due to storytelling lessons, which enriched their vocabulary Only 7% of students expressed a lack of confidence in this area.

So it can be concluded that almost students admitted they were more confident after learning storytelling

In the next question, 57% of students completely agreed and 43% agreed that they were encouraged and more motivated to learn English after the treatment It

35 means that all students admitted they had more motivation to learn speaking through storytelling

According to the data, 57% of students fully agreed, while 43% agreed with the statement, "I would like to participate more in storytelling in the future." This indicates a strong interest among all students in continuing to engage in storytelling activities moving forward.

The data indicates that students exhibited a positive attitude towards learning English through storytelling, as it actively engaged them in the lesson They acknowledged that storytelling enhanced their vocabulary, stimulated their imagination, and deepened their understanding of the world Additionally, it contributed to the development of their language skills and appreciation for literature Consequently, their English proficiency improved, leading to increased confidence and a heightened interest in speaking.

Analysis of observation

The study aimed to examine the use of storytelling in teaching speaking and to assess students' attitudes during lessons Observations were conducted to gather insights that addressed the research questions, closely documenting the activities that took place The analysis revealed several key issues, including students' participation, time management, homework completion, learning attitudes, and the overall impact of the learning process.

Teacher observations indicated a marked increase in student engagement throughout the lessons Initially, on the first day, 7 students arrived late, and 1 student missed class due to anxiety about a speaking test, while the rest were punctual However, by the second day, attendance improved, with 5 students arriving early and only 5 late On the third day, 5 students came early, 7 on time, and just 2 late By the seventh and eighth meetings, 14 students consistently arrived early, showcasing a significant enhancement in overall attendance and participation.

36 attitude to learn speaking become better and they were looking forward to the lessons b Students’ homework

By the third meeting, students showed increased responsibility towards their homework, with 14 students completing the assignments However, submissions were only made after reminders from the teacher While most sentences were meaningful, all students exhibited grammar mistakes, and two students had spelling errors.

In the following days, students demonstrated a high level of responsibility by completing their homework independently, with many submitting assignments without needing reminders from the teacher During the fifth meeting, they effectively recounted stories in their own words, and by the seventh meeting, 14 students were motivated to finish their homework Each student successfully rewrote the stories with the correct sequence and content, showing notable improvements in grammar and spelling, with some achieving error-free work Overall, the students exhibited a strong sense of responsibility towards their homework and learning, resulting in enhanced quality of their assignments following the storytelling lessons.

The researcher followed the procedures of a story with 3 stages: pre-speaking, while-speaking, and post-speaking Each story spans in three lessons

The researcher observed significant improvements in students' speaking skills throughout the lesson tasks During the pre-test, several factors contributing to their low performance were identified, including a lack of grammar and vocabulary mastery Students struggled with new material, leading to difficulties in pronunciation, content comprehension, and grammar control, which often resulted in silence or responses in Vietnamese Additionally, limited time and opportunities for speaking practice further hindered their progress.

On the second day of class, three students faced challenges in comprehension Initially, all students struggled with fluency, content, grammar, and vocabulary However, by the end of the lesson, there was a noticeable improvement in these areas for all students.

On the third day, all students memorized the vocabulary and effectively used the words to enhance their storytelling Thirteen students answered story-related questions correctly, while one student required teacher support due to an incorrect detail The entire class demonstrated improved intonation and fluency while reading the story Additionally, students showcased their creativity by formulating questions for their peers and preparing real-life solutions.

On the fourth day, all students participated in a speaking activity where 13 students confidently expressed themselves, while one remained reserved By the end of the class, with the teacher's support, all students showed improvement and were eager to hear feedback on their homework They engaged in pair activities to share stories with high motivation, resulting in significant enhancements in content, vocabulary, and grammar, although their fluency still required further development.

On the fifth day, all students completed their homework with enthusiasm, narrating the story in their own words and introducing family members However, some students hesitated to answer teachers' questions due to limited vocabulary, which restricted their ability to express ideas effectively While they demonstrated an understanding of the story and could differentiate between good and bad behaviors, many students made grammatical errors, indicating a need for improvement in fluency and vocabulary.

On the sixth day, the participants quickly grasped the art of storytelling, effectively engaging with the content They actively followed the teacher's guidance and provided positive feedback, successfully extracting valuable lessons from the narrative.

By the seventh day, all students were able to recount the story in the correct sequence, demonstrating significant improvements in vocabulary, grammar, fluency, and intonation This experience allowed them to gain valuable lessons from the narrative.

In conclusion, the storytelling lessons significantly enhanced students' grammar, vocabulary, fluency, and imagination, while also improving their life skills and situational behavior As a result, students became more confident when presenting in front of the class, and the post-test was successfully completed as planned, reflecting a positive shift in their attitudes.

Initially, students showed little enthusiasm for the speaking test, feeling shy and worried about being judged by their peers However, by the second day, most students became engaged with the lesson, captivated by the story, although three remained somewhat reserved On the third day, students expressed a more positive attitude, eager to share their opinions, yet three still struggled with structuring their thoughts into complete sentences With the teacher's support, they gained confidence to speak By the fourth day, curiosity grew as thirteen students participated actively, while one student remained hesitant The following day, motivation was high, but some students still felt reserved due to difficulties in expressing their ideas On the sixth day, all students participated in storytelling, although one required additional support By the seventh day, enthusiasm was evident among most students, with only two remaining reserved due to not having memorized their stories.

The dynamics of the lessons evolved significantly by the 2nd and 3rd sessions, leading to a marked improvement by the 4th and 5th lessons As the days progressed, an increasing number of students became engaged and enthusiastic about the tasks, actively participating in discussions and demonstrating their interest in the material.

39 with their friends in pairs or in groups and enthusiastically volunteered to express their ideas.

Findings and discussion

4.2.1 To what extent can storytelling affect children’s speaking ability at Ly Nam De Primary School?

The researcher effectively gathered data through tests, questionnaires, and observations to address the research questions The findings demonstrated that storytelling significantly enhanced the speaking skills of fourteen selected students.

The analysis in Chapter 3 revealed significant improvement in students' speaking skills following storytelling treatment Observations confirmed that storytelling lessons enhanced fluency, with all students narrating stories more smoothly than before The natural repetition of key vocabulary and structures in stories helped students retain details and recall events effectively Engaging in storytelling fostered their imagination as they formulated questions and solutions related to the narratives and their own lives Students visualized characters, settings, and activities, quickly adapting to the storytelling process They effectively applied vocabulary with improved intonation and enriched their narratives with creative details based on picture sequences Additionally, their grammar skills for expressing ideas in stories showed marked improvement.

It can be concluded from the analysis of test results and observation that storytelling could help students improve their speaking significantly

The researcher used questionnaires and observation to investigate their attitude toward storytelling in learning speaking The questionnaire was formed in 10 questions starting from general to specific questions

This study aimed to explore students' attitudes toward using storytelling as a method to enhance their speaking skills The findings presented in Chapter 3 revealed that students were enthusiastic about learning through storytelling Gardner (1985) suggests that a positive attitude can enhance language proficiency and facilitate language learning.

Based on student responses from the questionnaire, it is evident that storytelling significantly enhances the learning experience, making lessons more engaging and enjoyable, which helps time pass quickly Observational data revealed that students were motivated to complete homework creatively, arrived early to class, and frequently discussed the stories they had learned Additionally, storytelling fostered motivation and confidence, with students eager to share their opinions and speak English more fluently in front of their peers, although some still required teacher support Furthermore, storytelling provided opportunities for imagination, curiosity, peer learning, and real-life application of lessons, ultimately encouraging students to improve their speaking skills In conclusion, storytelling cultivates positive attitudes towards speaking among children.

Summary

The results indicate that storytelling significantly enhances students' speaking skills, as evidenced by improvements observed through tests, questionnaires, and observations Utilizing Microsoft Excel for data analysis, the researcher calculated key statistical measures, including mean, mode, standard deviation, median, minimum, and maximum from two speaking assessments, confirming the positive impact of storytelling on speaking proficiency.

Data collected from the questionnaire responses were analyzed quantitatively by means of descriptive statistics focusing on the percentages

The qualitative analysis of observational data, alongside questionnaire responses, revealed that most students experienced positive effects from storytelling on their speaking skills This approach not only boosted their motivation and confidence but also sparked their interest in lessons Students reported that storytelling encouraged their imagination, curiosity, peer learning, self-expression, and the application of lessons to real-life situations.

This chapter provides ample data to address the research questions, revealing that the majority of students showed significant improvement in their speaking skills and expressed increased interest following storytelling activities.

CONCLUSION

Tiêu đề	A Study On Using Storytelling To Improve English Speaking For Students At A Primary School In Hanoi
Tác giả	Phạm Thị Hân
Người hướng dẫn	Prof. Dr. Hoang Van Van
Trường học	Vietnam National University, Hanoi University of Languages and International Studies
Chuyên ngành	English Teaching Methodology
Thể loại	M.A. Minor Thesis
Năm xuất bản	2020
Thành phố	Hanoi

Định dạng
Số trang	91
Dung lượng	2,29 MB