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 abilities in teenagers and adults This study specifically addresses the gap by investigating how storytelling impacts primary students' speaking skills and their attitudes towards this technique.
This research explores the impact of storytelling on speaking skills and students' attitudes toward this technique at Ly Nam De Primary School The study is guided by specific objectives aimed at understanding how storytelling influences both the development of speaking abilities and the perceptions of students regarding this method.
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?
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 investigate the impact of storytelling on their attitudes towards learning speaking skills The research specifically examined how storytelling influences young learners, while the teaching of additional speaking strategies for other grades was not included in this study.
This study aims to identify effective methods for enhancing speaking skills, providing valuable insights for English teachers, particularly at Ly Nam De school The findings will serve as a practical reference to improve teaching strategies and engage students in the learning process.
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 explore the impact of storytelling on their attitudes towards learning speaking skills The research specifically examined how storytelling can enhance speaking abilities, while noting that the application of other speaking strategies to different grade levels was not included in the study's scope.
This study aims to identify effective methods for enhancing speaking skills, providing valuable insights for English teachers, especially those at Ly Nam De school The findings will serve as a practical reference to improve teaching strategies and engage students in their speaking development.
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.
Significance of the study
This study aims to identify effective methods for enhancing speaking skills, providing valuable insights for English teachers, particularly at Ly Nam De school The findings can serve as a practical reference to improve teaching strategies and engage students in learning to speak effectively.
Organization of the thesis
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
LITERATURE REVIEW 4 2.1 Speaking
Definitions of speaking skill
Speaking is a crucial skill in everyday life, highlighted by educators and researchers alike According to Bailey and Savage (1994), it serves as a fundamental output of reading and listening, facilitating daily communication Hayriye (2006) further reinforces this by stating that speaking is essential in language learning, as effective communication significantly impacts students' academic and personal lives.
Speaking is defined as an oral interaction that involves conveying information and expressing thoughts, as suggested by Nunan (1991) This activity encompasses delivering speeches and sharing opinions Chaney (1988) further emphasizes that speaking involves the process of building and sharing meaning through both verbal and non-verbal symbols across various contexts This perspective highlights that speakers can effectively communicate their feelings and opinions through body language as well.
In summary, effective speaking involves using words and sounds to convey ideas, feelings, and thoughts through natural voice It requires both verbal and non-verbal symbols to communicate knowledge and opinions effectively Therefore, speakers must integrate various skills to enhance their communication.
2.1.2 Techniques to teach speaking skill to young learners
Nunan (1991) emphasizes the importance of providing learners with ample opportunities to practice the target language in meaningful contexts Additionally, in 2003, he offered several recommendations for effectively teaching speaking skills.
Firstly, teachers need to prepare the lesson carefully to get the differences in
Learning a foreign language can be challenging for students due to the lack of opportunities to practice outside the classroom, which creates a disconnect between the language and its cultural context As a result, many language learners struggle to understand native speakers and find it difficult to communicate effectively in real-life situations.
To foster language proficiency 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 language learning However, it is equally important to emphasize accuracy as a key goal 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 exchange ideas and knowledge on various speaking topics.
Teachers should design speaking tasks that promote negotiation for meaning, encouraging students to ask for clarification, repetition, or explanation By assessing students' abilities, educators can create speaking activities that are beneficial for learners at all proficiency levels in the classroom.
Teachers should create classroom activities that focus on both transactional speaking, which involves communication aimed at accomplishing tasks such as exchanging goods or services, and interactional speaking, which is centered around 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 allow time for students to respond, giving learners a few minutes to transition into English before administering language assessments Additionally, it is essential for the test to be well-structured and clear.
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 speaking assessment techniques such as oral interviews, role-play, simulation, and imitation were recommended, each offering unique benefits The oral interview, a traditional method where examiners pose personal questions and inquire about visual prompts, is particularly endorsed by Heaton (1990) as an effective means of evaluating speaking skills Consequently, the researcher has chosen to incorporate two components in the speaking test: a personal introduction and a storytelling segment based on picture sequences.
Criteria levels for evaluating speaking skill
A wide range of authors set standards for English speaking evaluation Oller
In 1979, a focus on language use in daily life led to the establishment of five standards for evaluating English speaking Heaton (1990) developed a six-band system that assesses fluency, accuracy, vocabulary, grammar, and communication, recommending a rating scale with brief descriptions for grading speaking tests This research adapts a rubric from SaeOng (2010) and Heaton (2009), which evaluates speaking ability based on content, fluency, grammar, and vocabulary Fluency criteria assess the smoothness and speed of speech, while content criteria evaluate the organization and connectivity of the story Grammar criteria focus on word order and sentence structure, and vocabulary criteria examine the appropriateness of word choice and meaning within the narratives.
Storytelling
Before the advent of television, computers, and the internet, children often enjoyed listening to folklores told 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 storytelling distinguishes humans from animals, serving as a traditional and natural means of passing knowledge through generations.
Storytelling in the modern context is defined 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 engage the audience's emotions through a multi-sensory experience Furthermore, Champion, as cited in Irawati (2003), emphasizes that storytelling is a vibrant oral activity that utilizes language and gestures to vividly create sequential scenes.
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 fostering children's imagination and creativity by allowing them to connect with characters and illustrations on a personal level This imaginative engagement not only enhances their creative skills but also bridges the gap between fantasy and reality According to Hayriye (2006), storytelling empowers students to express their ideas freely, encouraging imaginative thinking without the fear of making mistakes.
Stories naturally incorporate key vocabulary and phrases that aid children in understanding and recalling details, thereby enhancing language learning (Ellis & Brewster, 2002) Additionally, Ellis and Brewster highlight that stories help connect language study with real-world usage, bridging classroom learning and external experiences They note that while some activities may lack a strong language focus, they play a crucial role in fostering a sense of fun, creativity, and enjoyment in learning English (Ellis & Brewster, 1991:1).
Storytelling significantly boosts motivation in learners by merging 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 enhances students' speaking skills by effectively conveying images, ideas, and emotions, which in turn inspires them to engage more deeply 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 effectively absorbing, analyzing, and enhancing their individual knowledge and skills.
To effectively engage students, teachers must prepare thoroughly before storytelling Familiarity with the chosen books and illustrations is essential, as it allows educators to focus on key details To build confidence, teachers should listen to recordings of the story and read it multiple times, ensuring they are well-prepared to narrate it engagingly (Ellis & Brewster, 2002).
To effectively teach speaking through storytelling, educators should employ various techniques that enhance student engagement Zaro and Salaberri (1995) emphasize the importance of provoking curiosity and stimulating imagination, which fosters interest in language skills Teachers are encouraged to create an interactive environment that allows learners to experience the target language while promoting collaboration Utilizing the mother tongue, along with expressive voice, facial expressions, and hand motions, can significantly enhance storytelling Ellis and Brewster (2002) support this by highlighting the need for an engaging atmosphere where students can see the teacher's expressions and illustrations, while gestures and varied vocal delivery maintain attention Richard-Amato (2003) notes that stories lose their impact without emotional expression and student involvement Ultimately, storytelling should be a relaxed, humorous, and informal experience to maximize its effectiveness.
Brewster, Ellis, and Giard (2004) suggest several effective storytelling techniques for the classroom First, teachers should start with a brief session that has simple requirements for students unfamiliar with storytelling It is important for teachers to narrate the story slowly and clearly, allowing students time to connect sounds and words with illustrations, think critically, and engage by asking questions or making comments Additionally, teachers should highlight illustrations and direct students' focus to enhance understanding Encouraging student participation is key; teachers can ask students to repeat key vocabulary and phrases Finally, incorporating gestures, mimes, facial expressions, varied voice projection, and strategic pauses can help convey meaning and motivate students to share their own stories.
To enhance student engagement during storytelling, teachers should pose questions that encourage interaction with the narrative Additionally, by revisiting the story, educators provide students with valuable exposure to language, enabling them to grasp and retain its meaning effectively (Brewster et al 2004: 21).
In conclusion, teachers serve as essential storytellers, using their engaging voices and expressive facial gestures to captivate students By presenting stories in a straightforward manner, they effectively capture and maintain 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
Storytelling engages students by encouraging them to anticipate future events in the narrative Effective storybooks stimulate curiosity, motivating students to explore the target language, its culture, and the process of language learning.
Storybooks play a crucial role in fostering positive responses to the storyline, encouraging students to develop favorable attitudes towards the target language and culture Additionally, these books provide valuable insights into life within the target culture, enriching the language learning experience.
Teachers need to understand their students' language proficiency, repetition patterns, and linguistic features Additionally, they should select storybooks that inspire students, enhance memory skills, and spark curiosity.
Students’ attitude…………………………………………………… 1 Students’ attitude
According to Gardner (1985), attitude is defined as an evaluated response to an object or referent, 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.
Research indicates that students' attitudes significantly impact their feelings and behaviors towards language learning, ultimately affecting their success or failure Utilizing storytelling is an effective method to motivate students during speaking lessons and enhance their language acquisition The stories "Little Red Riding Hood" and "The Happy and Unhappy Family" are particularly appropriate for the level and characteristics of the students involved 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), resulting in a world rich with imagination.
According to Harmer (2007), young learners benefit from examples, making stories with detailed behaviors valuable for enhancing memory retention However, children tend to lose interest quickly, with their attention spans increasing as they age Brumfit, Moon, and Tongue (1991) highlight that children struggle to concentrate on a single task for extended periods, emphasizing the need for engaging and concise learning methods.
Children are sensitive and often dislike criticism, seeking guidance and support from their teachers Individual attention and approval are crucial for their development, as they respond positively to praise Research shows that when children receive praise, they feel motivated and successful (Scott and Ytreberg, 1990: 3) Positive encouragement fosters excitement and motivation, which is why Harmer emphasizes the importance of teachers understanding their students' thought processes and behaviors (Harmer, 2007: 83).
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 spark their curiosity They prefer active involvement over directive teaching methods, and understanding their unique characteristics enables teachers to achieve lesson objectives more efficiently Therefore, incorporating storytelling as a valuable resource can enhance the teaching and learning of foreign languages.
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 and genuine interest in the discussion topics presented.
Ampha (2013) conducted a study to evaluate the effectiveness of storytelling-based instruction in improving 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 findings indicate that this instructional method is effective, with students expressing high levels of satisfaction in learning English through storytelling.
Incorporating storytelling in teaching speaking enhances students' motivation to express themselves naturally, improving their accuracy, fluency, and body language Additionally, this technique helps students build confidence when speaking in front of an audience.
Storytelling is recognized globally as an effective method for enhancing language skills, yet it remains underutilized in Vietnam, particularly in teaching speaking Research, such as a master's thesis by Nhan (2010) from the University of Language and International Studies, highlights the impact of short stories on improving speaking and listening skills among students at the Hai Phong Foreign Language Centre This study not only examined the effects of short stories on language acquisition but also explored students' attitudes toward their use in teaching The findings indicated that incorporating short stories significantly boosts 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 her 2012 thesis titled “Teaching Vocabularies to Primary Children by Using Storytelling Method,” Trang demonstrated the effectiveness of storytelling in vocabulary instruction The study focused on 153 primary school students who provided feedback on the significance and utility of vocabulary learning To assess the technique's impact, follow-up questionnaires were administered The findings confirmed that storytelling is a practical, engaging, and beneficial method for teaching vocabulary to young learners.
Researchers recognize the significance of storytelling in language education, particularly in enhancing speaking skills among primary school students Despite limited studies on this topic, they have decided to undertake action research to evaluate students' attitudes towards storytelling as a learning tool and to assess 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 includes definitions, students' attitudes, characteristics of primary students, criteria for selecting storybooks, storytelling techniques, and the advantages of storytelling Additionally, it discusses the criteria for evaluating speaking skills and effective techniques for teaching speaking to young learners The chapter concludes with a review of the primary storytelling strategies employed in this study, laying the groundwork for action research aimed at enhancing speaking skills through storytelling for primary students, which will be detailed in the following chapter.
METHODOLOGY
Context of the study
This action research study aims to explore the impact of storytelling on enhancing students' speaking skills and their attitudes towards this teaching method Conducted at Ly Nam De Primary School in Hanoi, which was established in 2016 and hosts 30 classes with over 1,000 students and 40 teachers, the research highlights the school's commitment to developing students' life skills through various after-school clubs Similar to other primary schools in Vietnam, Ly Nam De serves grades 1 through 5, providing a comprehensive educational experience for young learners.
The teaching staff includes six English teachers, comprising both Vietnamese and foreign educators, all of whom graduated from various colleges and universities The researcher, an English teacher specializing in teaching Math and Science in English at this school, has pursued a Master's degree at the University of Language and International Studies, Vietnam National University, Hanoi, with the principal's approval.
At this school, students benefit from additional educational opportunities beyond the standard English curriculum provided by the Ministry of Education and Training Programs like Binh Minh and Ismart enhance the learning experience, while extracurricular activities such as the English Speaking Contest, English Festival, and Science Swat foster motivation and create a vibrant educational environment for both students and teachers.
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 grammar usage was also restricted, leading to a reluctance to participate due to fear 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 these students demonstrate a positive attitude towards language learning, they show limited interest and motivation in speaking skills This observation prompted the researcher to initiate a study aimed at addressing this issue Each lesson is designed to last 40 minutes, and all participants expressed their willingness 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 suitable for children These narratives impart valuable lessons on family dynamics and behavior, making them ideal for teaching 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 By investigating the impact of storytelling on speaking skills and student attitudes, this approach effectively addresses the study's objectives.
A study involving 14 students was conducted using Nunan's (1992) action research cycle, which encompasses seven key 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, while the speaking lessons themselves proved challenging for teachers to make engaging due to uninspiring content Additionally, students struggled with pronunciation and had limited vocabulary, which further obstructed meaningful conversations This combination of factors contributed to a decline in students' speaking proficiency and motivation to learn.
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, focusing on their ability to introduce themselves and their families while responding to questions on specific topics The results indicated a need for improvement in the students' speaking skills.
To understand the students' challenges, the researcher engaged in informal conversations during break times Many students admitted they often shared only partial stories, lacking the ability to fully express themselves While some felt comfortable narrating their experiences in Vietnamese, they struggled to articulate them in English due to limited vocabulary Additionally, a lack of confidence hindered their ability to communicate effectively.
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 limited vocabulary, grammar, motivation, and ineffective speaking strategies This prompted the researcher to explore literature on enhancing speaking skills and boosting motivation among primary students Through a review of teaching methodologies and journal articles, the researcher discovered the storytelling strategy as a potential solution, hypothesizing that its implementation could significantly improve students' speaking abilities.
In this phase, the researcher developed speaking courses focused on storytelling to enhance participants' speaking skills 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 personal details and family In Part 2, students described pictures and narrated stories based on them, connecting the lessons to real-life experiences The tester evaluated their responses and assigned scores, which were utilized for data analysis in the research.
After conducting seven meetings, a post-test was administered 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 overseeing the process As noted by Crowl (1996: 114), the testing procedures, materials, and scoring methods remained consistent The students' scores from this test were utilized for data analysis in the research The storytelling-based speaking course was conducted over a period of eight weeks, with detailed procedures outlined below.
Week 1 - Teacher explained the purpose of the study to students
Students introduced themselves and their families, then created and narrated a story inspired by a picture This activity not only fostered creativity but also provided valuable lessons applicable to 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 a tip-based approach that guides students in retelling narratives For instance, encourage them to focus on key elements such as character development, setting, and plot progression Have students practice storytelling in pairs, allowing them to refine their skills through collaboration and feedback This interactive method not only enhances their storytelling abilities but also fosters communication and teamwork among peers.
Encourage students to practice their storytelling skills in front of the class, emphasizing the importance of intonation, eye contact, fluency, and body language Remind them to prepare thoroughly for their upcoming presentations 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), followed by an oral test conducted without feedback The 8-week plan and framework were communicated, along with the established class rules and schedule.
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 introduction that engages students by encouraging them to make predictions about the topic, thereby activating their background knowledge through pre-speaking activities Instead of focusing on new vocabulary or grammar, teachers prompt students to examine the title and accompanying images, allowing them to describe what they see and anticipate the story's content This approach not only familiarizes students with the narrative but also enhances their language proficiency Key vocabulary is introduced through visual aids, miming, brainstorming, and real objects Storytelling begins once students can identify the new words, ensuring a more effective learning experience.
During the while-stage of the lesson, the teacher engaged students by narrating the story in an interesting voice and incorporating interactive activities Instead of simply translating the text, the teacher encouraged student participation through guessing the next sentence, selecting images based on the narration, and using character flashcards To assess comprehension, the teacher facilitated pair and group discussions, compared students' predictions with the actual text, and posed comprehension questions, making the learning experience both dynamic and effective.
In the final stage, students retold the story and engaged in reading dialogues, followed by participating in role-playing, recording, drawing, and modeling activities These interactive experiences fostered the development of critical thinking, creativity, and integrative skills across various 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 investigated the enhancement of students' speaking skills through the storytelling technique The researcher utilized a combination of observation, tests, and questionnaires to gather data and address the research questions By employing diverse data collection methods, the study aimed to provide insights into students' attitudes toward learning speaking both before and after the treatment, along with effective application strategies for this technique The subsequent section will detail each data collection instrument utilized in the research.
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 employing a questionnaire, the researcher aimed to assess whether students found the technique engaging The questionnaires were distributed during the final meeting, allowing students 10 minutes to complete them The collected data will be analyzed and discussed to draw meaningful conclusions about student perspectives.
The study's questionnaire, detailed in Appendix 2A and 2B, was crafted 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 comprehension, the questionnaires were translated into Vietnamese for the students.
Tests serve as a valuable assessment tool in research, as noted 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 knowledge In this study, students underwent a speaking test to evaluate their proficiency before and after treatment Speaking tests provide an objective measure of students' abilities, ensuring that results are concise and reliable This research categorizes tests into pre-tests and post-tests, with the pre-test assessing students' speaking skills prior to treatment and the post-test determining any improvements in their speaking abilities following the intervention.
The pre-test and post-test maintained identical formats and difficulty levels, ensuring their reliability In Part 1, students answered questions about personal details and family, while Part 2 required them to arrange story pictures in a coherent order.
The article outlines a test that features a carefully structured sequence of 25 suitable items, designed to guide students in storytelling Additionally, the test includes an open-ended question that encourages students to reflect on real-life situations they may encounter in the future.
The post-speaking test tasks were aligned with the course content, which included two family-related stories that facilitated students' speaking development through storytelling As a result, all testing materials were 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 evaluate students' language proficiency, they may not accurately represent their true abilities due to factors like test anxiety and the reliability and validity of the assessments To obtain a more comprehensive understanding of students' skills, alternative methods such as questionnaires and observations are utilized.
To enhance the credibility of the study and mitigate the limitations of tests and questionnaires, researchers incorporated observational methods This approach enables a discreet examination of participants' natural behaviors, allowing for a comparison between their actions and their verbal reports (Burns, 1999: 81).
This research employs participant observation to assess the teaching and learning process, focusing on students' participation, attitudes, and task engagement during lessons It aims to evaluate the impact of storytelling on students throughout each session, including the homework checking phase The observation will be conducted eight times, spanning from the first to the eighth meeting.
Data analysis methods
The research utilized various instruments, including pre-tests, post-tests, student questionnaires, and observations, to gather data Microsoft Excel was employed to compute the mean, median, and standard deviation of the students' scores in the speaking tests Quantitative analysis of the questionnaire responses was conducted using descriptive statistics, emphasizing percentages In contrast, qualitative analysis of observational data from the questionnaire aimed to uncover key themes and patterns.
Summary
This chapter outlines the study's methodology, detailing the participants, study setting, and research design, which encompasses the research approach, procedures, data collection tools (including tests, student questionnaires, and observations), and data analysis techniques The researcher emphasizes the importance of a carefully chosen research methodology to ensure valuable results.
DATA ANALYSIS AND FINDINGS 27 4.1 Data analysis
Analysis of test results
The speaking test aimed to evaluate the impact of storytelling on students' speaking abilities, addressing the initial research question Conducted in two phases, a pre-test was administered in the first week, followed by a post-test in the eighth week The assessment scores were categorized into four key criteria: content, fluency, grammar, and vocabulary The results of these tests are detailed below.
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, but they exhibited some errors in story arrangement, leading to a lack of coherence Additionally, 14% of students (2 students) received a score of 2 due to numerous mistakes in content organization and challenges in conveying the complete story Unfortunately, 7% of students (1 student) scored 1, as they were unable to narrate 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 revealed a significant improvement in student performance after the treatment, with 50% of students achieving a score of 5 by effectively arranging content and narrating stories in an engaging manner Additionally, 36% of students scored 4, demonstrating their ability to present suitable content and tell the story interestingly, albeit with minor errors Notably, the percentage of students scoring 5 increased from 0% to 50%, while those scoring 4 rose from 0% to 36% Conversely, the number of students scoring 3 decreased, with only 14% achieving this score in the post-test, compared to the pre-test, and no students received scores of 1 or 2 This indicates a remarkable enhancement in storytelling skills among the students.
This table shows the findings on the fluency of speaking which covers the students’ speaking performance:
Table 2.2: The students’ fluency of speaking
Score Pre-test Post-test
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, representing 57%, achieved a score of 4 in the pre-test, while the remaining students scored 1, 2, or 3 However, after participating in storytelling lessons, all students improved their scores, with the majority achieving a score of 3 in the post-test This significant progress highlights the positive impact of storytelling on students' speaking fluency and grammar skills.
This table shows the findings on using grammar which covers the students’ speaking performance:
Table 2.3: The students’ grammar in speaking
Score Pre-test Post-test
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 scored a 5 in the post-test Prior to treatment, 57% of students scored a 4, while the remaining students received scores of 1, 2, or 3 Post-treatment results showed a decline in the number of students scoring 4, with only 29% achieving this score, while the majority scored a 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
Score Pre-test Post-test
Number of students % Number of students %
In the pre-test, students scored between 1 and 4, with none achieving a score of 5; specifically, 50% of students received a score of 4, 22% scored 3, and the remainder scored 1 or 2 Following the treatment, scores improved significantly, with all students achieving scores of 3 to 5, and 50% scoring 5 while 36% scored 4, indicating no one scored 1 or 2 in the post-test This data demonstrates a marked enhancement in students' speaking competence and vocabulary.
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 mean scores indicates significant progress in students' speaking abilities after learning through storytelling The post-test mean score surpassed that of the pre-test, reflecting an overall improvement Additionally, the mode increased from 15 in the pre-test to 19 in the post-test, while the lowest score in the post-test was also higher than in the pre-test Notably, the highest score in the post-test reached 20, a mark that was not achieved in the pre-test These results clearly demonstrate that storytelling as a learning method significantly enhances students' speaking skills.
The standard deviation decreased from 3.8 in the pre-test to 2.7 in the post-test, indicating that the variability among students' scores was reduced, leading to closer performance levels in the post-test compared to the pre-test.
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
Students provided their perspectives on the impact of storytelling in their learning through a questionnaire consisting of 10 questions The data collected from these responses will be analyzed to understand their experiences and feelings after engaging with storytelling as a learning method.
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 lessons when learning to speak through storytelling, demonstrating their positive satisfaction with this approach.
A recent survey revealed that 86% of students enjoy learning through storytelling, finding it more engaging and entertaining This indicates that storytelling effectively captures students' interest in lessons Additionally, the data shows that 71% of students appreciate imitating the intonation used in storytelling, with 57% completely agreeing and 14% agreeing to this sentiment This suggests a positive attitude towards imitation following storytelling sessions.
Storytelling significantly boosts student engagement, with 93% of students feeling more motivated to express their opinions in class discussions In contrast, only 7% of students reported being hesitant to answer the teacher's questions.
In response to the fourth question, storytelling has proven to ignite curiosity and imagination in students, with an impressive 93% expressing interest, while only 7% disagreed This indicates that storytelling effectively fosters curiosity and imaginative thinking among nearly all students.
A recent study revealed that 93% of students fully agree that storytelling enhances their understanding of classmates' perspectives, while an additional 7% acknowledge that they have opportunities to gain insights from their peers' experiences This indicates that storytelling lessons provide a valuable platform for all students to learn from one another's viewpoints.
The data reveals that 93% of students either completely agree (36%) or agree (57%) that they can apply what they learned to real-life situations, with only 7% expressing difficulty This indicates that the majority of students are successfully able to utilize the skills acquired from storytelling lessons in various daily scenarios.
The seventh question aimed to assess students' reflections on their storytelling abilities after completing the task independently The data revealed that 50% of students completely agreed, while the other 50% agreed, expressing happiness in their ability to narrate the story in English on their own This indicates that all students (100%) felt motivated following their storytelling experience.
In response to the eighth question, 86% of students expressed increased confidence in speaking, attributing this boost to storytelling lessons that enhanced their vocabulary Conversely, only 7% of students reported a lack of confidence.
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, and 43% agreed with the statement, “I would like to participate more in storytelling in the future,” indicating a strong desire among all students to engage in storytelling activities moving forward.
The data indicates that students exhibited a positive attitude towards learning English through storytelling, which actively engaged them in the lesson They recognized that storytelling not only enriched their vocabulary and stimulated their imagination but also enhanced their understanding of the world and developed their language skills Consequently, their English proficiency improved, leading to increased confidence and a greater interest in speaking.
Analysis of observation
The observation aimed to assess the effectiveness of storytelling as a teaching tool for speaking skills while also evaluating students' attitudes during the lessons By closely documenting the activities, the analysis revealed key issues, including levels of student participation, time management, homework completion, and overall attitudes toward learning, all of which significantly impacted the learning experience.
Teacher observations indicated an increase in student engagement throughout the lessons On the first day, 7 students arrived late, and one student missed class due to anxiety over a speaking test, while the rest were on time However, by the second day, punctuality improved, with fewer students arriving late Specifically, 5 students came early, 4 on time, and 5 late By the third day, 5 students arrived early, 7 on time, and only 2 late Notably, by the seventh and eighth meetings, 14 students consistently arrived early Overall, there was a significant improvement in student attendance and engagement over the course of the lessons.
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 for their homework, with 14 of them completing the assignments However, they only submitted the work after the teacher's reminder While most sentences were meaningful, all students made grammar mistakes, and two students had spelling errors.
In the following days, students demonstrated a strong sense of responsibility by completing their homework and submitting assignments without needing reminders from the teacher During the fifth meeting, they shared their stories using more sophisticated language, while the seventh meeting saw 14 students motivated to finish their tasks All students successfully rewrote the stories in the correct sequence and content, showing significant improvements in grammar and spelling, with some achieving flawless work Overall, the students displayed a commitment to 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 improvement 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 and comprehension, 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, three students faced challenges in comprehension Initially, all students exhibited a lack of fluency, content understanding, grammar, and vocabulary However, by the end of the lesson, significant improvements were observed in these areas.
On the third day, students memorized vocabulary and improved their storytelling skills, with 13 students answering story-related questions correctly One student required additional support to clarify details Overall, students demonstrated enhanced intonation and fluency while reading the story Their creativity shone through as they crafted questions for their peers and developed practical solutions for real-life applications.
On the fourth day, all students participated in a speaking activity, with 13 demonstrating confidence while one remained reserved By the end of the class, supported by their teacher, all students showed improvement and were eager to receive feedback on their homework They engaged in pair activities to share stories with high motivation, leading to significant enhancements in content, vocabulary, and grammar, although their fluency remained somewhat limited.
On the fifth day, all students completed their homework with enthusiasm, narrating the story in their own words and introducing family members with clear descriptions However, some students hesitated to answer teachers' questions due to limited vocabulary, which restricted their ability to express ideas fully While they were able to identify good and bad behaviors in the story, many grammar mistakes were present, and overall fluency was hindered by a lack of vocabulary.
On the sixth day, the students quickly adapted to storytelling techniques, fully grasping the narrative's content They actively engaged with the teacher's methods and provided positive feedback, ultimately deriving valuable lessons from the story.
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 They gained valuable lessons from the narrative, enhancing their overall language skills.
In summary, the storytelling lessons significantly enhanced students' grammar, vocabulary, fluency, and imagination, while also improving their life skills in various situations As a result, students displayed increased confidence during class presentations Consequently, the post-test was successfully completed as planned, reflecting a positive shift in students' attitudes.
Initially, students showed little enthusiasm for the speaking test, feeling shy and worried about being laughed at by peers However, by the second day, most became engaged with the lesson, drawn in by the story, although three students remained somewhat reserved On the third day, there was a noticeable shift as students expressed a desire to participate more freely, though three still struggled with organizing their thoughts into complete sentences With teacher support, they became more willing to speak By the fourth day, students displayed curiosity and confidence, with only one student remaining reserved The following day, motivation was high, but some students still hesitated due to uncertainty in expressing their ideas On the sixth day, all students participated in storytelling, with one needing additional teacher support By the seventh day, enthusiasm was evident among most, though two students remained reserved due to not memorizing their stories.
The situation improved significantly by the 2nd and 3rd lessons, with even greater progress observed in the 4th and 5th lessons An increasing number of students became engaged in the lessons and tasks, demonstrating heightened excitement and interest Their active participation included lively discussions while completing the assignments.
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 reveals significant improvement in students' speaking skills following storytelling treatment Observations confirm that students demonstrated enhanced fluency, effectively recounting stories with natural repetition of key vocabulary and structures that aid memory retention Through engaging storytelling lessons, students practiced positively, fostering their imagination as they formulated questions and solutions related to the stories and their own experiences They visualized story elements such as characters, settings, and activities, quickly adapting to the storytelling process Additionally, students improved their vocabulary usage and intonation, while creatively enhancing their narratives with added details based on picture sequences Overall, their grammatical skills in expressing ideas also 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 to enhance their speaking skills Chapter 3 revealed that students were enthusiastic about learning through storytelling As noted by Gardner (1985), a positive attitude significantly boosts language proficiency and fosters language acquisition.
Based on student feedback, storytelling significantly enhances learning by making lessons more engaging and enjoyable, leading to a perception of time passing quickly Observations indicate that students are increasingly motivated to complete homework creatively, arrive early to class, and discuss the story lessons among themselves Additionally, storytelling boosts students' confidence and willingness to participate, as they feel more comfortable speaking English fluently in front of their peers, although some still require teacher support This approach fosters imagination, curiosity, and peer learning, allowing students to relate lessons to real-life situations, ultimately cultivating a positive attitude towards speaking.
Summary
Research indicates that storytelling enhances speaking skills, as evidenced by tests, questionnaires, and observations Utilizing Microsoft Excel for data analysis, the researcher calculated key statistics—mean, mode, standard deviation, median, minimum, and maximum—across two speaking assessments The findings reveal that storytelling significantly contributes to students' improvement in speaking abilities.
Data collected from the questionnaire responses were analyzed quantitatively by means of descriptive statistics focusing on the percentages
Qualitative analysis of observational data complemented the questionnaire findings, revealing that most students recognized the positive impact of storytelling on their speaking skills This approach enhanced their motivation, confidence, and interest in lessons, as it encouraged imagination, curiosity, peer learning, personal storytelling, and real-life application of the lessons.
This chapter provides ample data to address the research questions, revealing that the majority of students demonstrated significant improvement in their speaking skills and expressed increased interest following storytelling activities.