INTRODUCTION 1 Rationale
Statement of the problem
The researcher examined various studies on the effectiveness of storytelling, primarily focusing on vocabulary, listening, and presentation skills in teenagers and adults This study specifically aims to investigate how storytelling impacts the speaking skills of primary students and their attitudes towards this educational technique.
This research explores the impact of storytelling on speaking skills and students' attitudes towards this technique at Ly Nam De Primary School The study is structured around specific objectives that guide the investigation into the effectiveness of storytelling in enhancing language proficiency and engagement among learners.
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 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 specifically targeted young learners and did not extend to teaching other speaking strategies to different grades.
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 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 recent study conducted at Ly Nam De Primary School in Hanoi focused on the impact of storytelling on eight-year-old students' speaking skills, involving 14 participants The research aimed to explore the effects of storytelling and students' attitudes towards using this method in learning speaking Specifically, the study targeted young learners of eight years old, with the findings limited to this age group, excluding the application of other speaking strategies to other grades.
This study aims to identify effective strategies 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 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.
Significance of the study
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 the learning process.
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, as highlighted by educators and researchers According to Bailey and Savage (1994), it is a fundamental skill that emerges from reading and listening, essential for daily communication Hayriye (2006) further emphasizes that speaking is vital in language learning, as effective communication significantly impacts students' academic and life experiences.
According to Nunan (1991), speaking is an oral interaction that involves conventional methods of conveying information and expressing thoughts This perspective highlights that speaking encompasses activities such as giving speeches and sharing opinions Similarly, Chaney (1988) defines speaking as a process of constructing and sharing meaning through both verbal and non-verbal symbols across various contexts, emphasizing that speakers can effectively communicate feelings and opinions through body language.
In summary, speaking involves using words and sounds to convey ideas, feelings, and thoughts through ordinary voice It requires both verbal and non-verbal symbols to effectively communicate knowledge and opinions 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 significantly from having ample opportunities to practice the target language in meaningful contexts Additionally, Nunan (2003) offers valuable suggestions for enhancing speaking skills in language education.
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 This limited exposure can hinder their ability to understand native speakers and effectively communicate in real-life situations.
To foster language proficiency at the beginning and intermediate levels, it is essential for teachers to focus on developing both fluency and accuracy Incorporating fluency-building exercises into lessons is crucial, while also acknowledging that making mistakes is a natural aspect of language learning However, achieving accuracy remains a key objective in the language acquisition process.
Utilizing pair and group work significantly enhances speaking lessons by increasing the time learners spend communicating in the target language These collaborative activities provide students with more opportunities to discuss various topics and share valuable knowledge, ultimately improving their speaking skills.
Teachers should design speaking tasks that promote negotiation for meaning, encouraging students to seek clarification, repetition, or explanation By assessing students' abilities, educators can create speaking activities that are beneficial for all proficiency levels in the classroom.
Teachers should create classroom activities that focus on both transactional speaking, which involves communication aimed at accomplishing specific tasks like exchanging goods or services, and interactional speaking, which is centered on 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, and learners should be given a few minutes to adjust to English before taking an assessment Additionally, the English language test must be well-structured to ensure effective evaluation.
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 were recommended, including oral interviews, role-plays, simulations, and imitations, each offering unique advantages The oral interview, a traditional method, involves examiners asking learners personal questions and discussing visual aids like picture sequences Heaton (1990) advocates for the oral interview as an effective speaking assessment tool Consequently, the researcher has chosen to incorporate two components in the speaking test: 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) recommends a grading scale that emphasizes fluency, accuracy, vocabulary, grammar, and communication, rather than a traditional marking scheme This approach is supported by SaeOng (2010) and Heaton (2009), who developed a rubric that assesses speaking ability based on content, fluency, grammar, and vocabulary The fluency criteria focus on the smoothness and speed of speech, while content criteria evaluate the organization and coherence of the story Additionally, grammar criteria assess sentence structure and word order, and vocabulary criteria examine the appropriateness and meaning of words used in the narrative.
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 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 down knowledge across generations.
Storytelling in the modern context is defined in various ways by different authors Safdarian (2013) describes it as the process where students retell stories in their own words after listening to a teacher's narration Additionally, Stanley and Dillingham (2009) emphasize that storytelling can involve improvisation, facial expressions, and body movements, making it an engaging oral activity that captivates audiences by evoking emotions through multi-sensory experiences Furthermore, Champion, as cited in Irawati (2003), highlights that storytelling is an oral practice that creatively employs language and gestures 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 enhances children's imagination by allowing them to connect with characters and illustrations, fostering personal involvement in the narrative This imaginative engagement not only cultivates 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 constraints of right or wrong conclusions.
Stories naturally incorporate repetition of key vocabulary and phrases, aiding children's comprehension and memory of the narrative This approach fosters language development within a contextual framework (Ellis & Brewster, 2002) Furthermore, Ellis and Brewster highlight that stories can connect language study with practical use, bridging classroom learning with real-world experiences While some related activities may not focus heavily on language, they are crucial in fostering a sense of enjoyment, creativity, and fun 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 who possess self-confidence, a positive self-image, 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, further motivating 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 and analytical abilities, while also educating them on how to absorb and expand their individual knowledge and skills effectively.
To effectively engage students through storytelling, teachers must thoroughly prepare by familiarizing themselves with the chosen books and illustrations, focusing on key details To enhance their confidence, educators should listen to recordings of the story and read it multiple times until they feel assured in their storytelling abilities (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 by engaging students' imagination and interest in language Teachers should facilitate a hands-on experience with the target language, promoting collaboration among learners Utilizing the mother tongue, along with expressive voice, facial expressions, and hand motions, can enhance storytelling Ellis and Brewster (2002) emphasize the importance of creating an engaging atmosphere where children can see the teacher's expressions and illustrations, while using gestures and varied vocal tones to maintain attention Richard-Amato (2003) notes that stories lose their impact without emotional expression and active student involvement Ultimately, storytelling should be a relaxed, enjoyable, and informal experience.
Brewster, Ellis, and Giard (2004) suggest several effective storytelling techniques for the classroom First, teachers should start with a short, simple storytelling session for students unfamiliar with the concept It's important for teachers to narrate the story slowly and clearly, allowing students time to connect sounds and words with images, think critically, and engage by asking questions or sharing comments Additionally, teachers should provide insights about the illustrations to direct students' focus Encouraging student participation is key; teachers can do this by prompting them to repeat key vocabulary and phrases Finally, utilizing gestures, mimes, facial expressions, voice modulation, and strategic pauses can enhance understanding and motivate students to share their own stories.
Teachers can enhance student engagement by asking questions during storytelling, fostering interaction between learners and the narrative Additionally, by repeating the story, educators provide students with valuable exposure to the language, helping them to grasp its meaning and retain it more effectively (Brewster et al 2004: 21).
In conclusion, teachers serve as essential storytellers, utilizing engaging and natural voices to captivate their students By conveying stories in simple yet impactful ways and employing expressive facial gestures, teachers 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
Storybooks engage students by sparking their curiosity, encouraging them to predict future events in the narrative This excitement not only enhances their interest in the story but also motivates them to explore the target language and culture, fostering a deeper understanding of language learning.
Storybooks play a crucial role in fostering positive responses to the storyline, encouraging students to develop a favorable attitude towards the target language and culture Additionally, they provide valuable insights into life within the target culture, enhancing the overall language learning experience.
Teachers must recognize their students' language proficiency, repetition patterns, and linguistic characteristics Additionally, it is essential for educators to select storybooks that inspire and enhance students' memory skills while sparking their curiosity.
Students’ attitude…………………………………………………… 1 Students’ attitude
According to Gardner (1985), attitude is defined as an evaluative response towards a specific referent or attitude object, shaped by an individual's beliefs or opinions Generally, students with positive attitudes tend to view their experiences in a favorable light, while those with negative attitudes are likely to perceive their experiences unfavorably.
Research indicates that students' attitudes significantly impact their feelings and behaviors toward language learning, ultimately influencing their success or failure Utilizing storytelling, specifically 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 well with their level and characteristics.
Students have their different characteristics that affect learning Teachers should be aware of students’ characteristics to find the suitable methods for young learners
In this study, young learners are identified as primary school students, who, according to Piaget’s cognitive development theory, begin to cultivate logical and operational thinking between the ages of 6 and 12 These children exhibit a strong enthusiasm for learning and a natural curiosity about their surroundings, making their world rich with imagination (Harmer, 2007: 82).
According to Harmer (2007), young learners benefit from examples, making stories with detailed lessons and specific behaviors effective for retention However, children's attention spans are short, leading to quick boredom Brumfit, Moon, and Tongue (1991) note that a child's concentration increases with age, highlighting that younger children struggle to focus on a single task for extended periods.
Children are sensitive and respond positively to guidance and support, making individual attention and approval from teachers essential Praising their efforts not only motivates them but also fosters a sense of success, as noted by Scott and Ytreberg (1990) Positive encouragement enhances their excitement and motivation to learn As Harmer (2007) emphasizes, teachers should strive to understand their students' thought processes and behaviors to effectively support their development.
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 when they engage with real-life situations that inspire positive motivation They prefer active involvement over directive teaching methods, as this approach sparks their curiosity By understanding the characteristics of young learners, teachers can 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
Storytelling has been shown to enhance students' speaking skills at Hasymim Asy’sari University Students demonstrated the ability to retell content from reading materials, indicating a high level of motivation and interest in the discussion topics.
Ampha (2013) conducted a study to assess the effectiveness of storytelling-based instruction in improving English listening and speaking skills among sixth-grade students The research aimed to evaluate both the impact of this instructional method and the learners' attitudes towards these skills The participants involved in the study provided valuable insights into the effectiveness of storytelling as a teaching tool.
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 method of teaching was effective and led to a high level of student satisfaction with learning English through storytelling.
Incorporating storytelling into speaking lessons effectively motivates students to communicate naturally with improved accuracy, fluency, and body language Additionally, this technique enhances students' confidence when speaking in front of an audience.
Despite widespread recognition among researchers of the effectiveness of storytelling in language improvement globally, its application in Vietnam remains limited, particularly in teaching speaking skills A notable study, "Using Short Stories to Improve the Efficiency of Teaching Speaking and Listening Skills to Students at Hai Phong Foreign Language Centre" by Nhan (2010) from the University of Language and International Studies, explored the impact of short stories on enhancing these skills The research revealed that incorporating short stories into language teaching significantly boosts students' listening and speaking abilities while also assessing their attitudes towards this method.
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, "Teaching Vocabularies to Primary Children by Using Storytelling Method," Trang demonstrated the positive impact of storytelling on vocabulary acquisition The study focused on effective vocabulary teaching strategies through storytelling, involving 153 primary school students who provided feedback on the significance and utility of vocabulary learning To assess the technique's effectiveness, follow-up questionnaires were administered, revealing that storytelling is a practical, useful, and engaging method for teaching vocabulary.
The researchers emphasize the significance and effectiveness of storytelling in language education, noting a gap in research regarding its implementation to enhance speaking skills, particularly among primary school students Consequently, they decided to conduct action research to assess students' attitudes toward storytelling as a learning tool and to evaluate its impact on 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 evaluation criteria for speaking skills and effective teaching techniques for young learners The chapter concludes with a review of the primary storytelling strategies utilized in this research, all of which provide a foundation for the action research aimed at enhancing speaking skills through storytelling in primary students, to 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 technique Conducted at Ly Nam De Primary School in Hanoi, which was established in 2016 and currently accommodates 30 classes with over 1,000 students and 40 teachers across various subjects, the research seeks to provide insights into effective language instruction methods.
In the Nam Tu Liem District, the village school offers various after-school clubs that significantly enhance students' life skills Similar to other primary schools in Vietnam, this institution comprises five grades, ranging from grade 1 to grade 5.
The teaching staff comprises six English teachers, including both Vietnamese and foreign educators, who have graduated from various colleges and universities The researcher, an English teacher at the school, specializes in teaching Math and Science in English and has pursued a Master's degree at the university.
Language and International Studies, Vietnam National University, Hanoi To complete the course, the research has approved by the principal’s permission
At this school, students benefit from additional educational programs like Binh Minh and Ismart, alongside the standard English curriculum mandated by the Ministry of Education and Training The school also promotes various extracurricular activities, including English speaking contests, English festivals, and Science Swat, which enhance motivation and foster a dynamic learning 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 basic vocabulary and struggled to express complete sentences and coherent ideas Their limited grammar skills contributed to a reluctance to participate, as they feared 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 exhibit a positive attitude toward language learning, they show limited interest and motivation in speaking skills This observation prompted the researcher to undertake the study with the aim of addressing 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 that are ideal for children These narratives impart valuable lessons on family behavior, making them effective tools for teaching Consequently, the researcher selected these stories for use 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 Specifically, this approach investigates the impact of storytelling on speaking skills and students' attitudes towards this technique, making action research an appropriate methodology for this study.
A study involving 14 students was conducted using Nunan's (1992) action research cycle, which comprises seven key phases: initiation/problem identification, preliminary investigation, hypothesis formulation, intervention, evaluation, dissemination, and follow-up.
In teaching speaking lessons to young students, it was observed that many were hesitant to participate, often remaining silent or opting to respond in Vietnamese A lack of confidence hindered their performance in front of peers, while the lessons themselves struggled to engage students due to uninteresting content Additionally, challenges in pronunciation and limited vocabulary further obstructed their ability to converse effectively Consequently, students faced difficulties in addressing these issues during lessons, resulting in restricted speaking proficiency and diminishing motivation to learn.
From teaching experience, to identify the actual speaking ability of the
At Ly Nam De Primary School, a researcher conducted a pre-test with 14 selected younger students to assess their speaking skills During the test, students introduced themselves and their families while answering questions on specific topics The results indicated a need for improvement in their speaking abilities.
To understand the current challenges faced by students, the researcher engaged in informal conversations during break times Many students admitted they often did not share their complete stories, limiting their communication to just words While some could articulate their thoughts in Vietnamese, they struggled to express themselves in English due to a lack of vocabulary Additionally, several students expressed a lack of confidence in their 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 methodologies and journal articles, the researcher discovered the storytelling strategy as a potential tool for teaching speaking It is hypothesized that implementing this strategy could significantly improve students' speaking skills.
In this phase of the study, 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, each lasting 3 to 5 minutes 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, reflecting on the lessons learned in real life The tester evaluated the students' responses and assigned scores, which will be utilized in the data analysis for 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 This post-test maintained the same format and criteria as the pre-test, with the same examiner overseeing the process As stated by Crowl (1996: 114), the test was designed to ensure consistency in administration, materials, and scoring The students' scores from this test were utilized for data analysis in the research The storytelling-based speaking course was conducted over a duration of eight weeks, with all course procedures outlined below.
Week 1 - Teacher explained the purpose of the study to students
Students began by introducing themselves and their families, after which they created a story inspired by a picture and shared it with their peers This engaging activity not only fostered creativity but also allowed them to reflect on the lessons learned from their narratives and how these experiences relate 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 Week 3
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 through the retelling process For instance, provide structured prompts that highlight key elements of the story, such as characters, setting, and main events Encourage students to practice retelling the story in pairs, allowing them to share their interpretations and enhance their narrative skills This collaborative approach not only fosters communication but also deepens their understanding of storytelling techniques.
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 enhance their storytelling skills.
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 schedule and 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 introduction that engages students and encourages them to make predictions about the topic, activating their background knowledge through pre-speaking activities Instead of directly introducing new vocabulary or grammar, the researcher prompts students to examine the title and accompanying images, guiding them to describe these visuals and predict the story's content This approach allows students to become familiar with the story while enhancing their language proficiency Key vocabulary is introduced using visual aids, miming, brainstorming, or real objects, and storytelling begins once participants can identify the new words effectively.
During the while-stage of the lesson, the teacher engaged students by narrating the story in an interesting voice and incorporating various interactive activities Instead of simply translating the text, the teacher encouraged students to predict the next part of the story, select images based on the narration, and use character flashcards To assess comprehension, the teacher facilitated pair and group discussions, allowed students to compare their predictions with the actual story, 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 This was followed by various activities such as role-playing, recording, drawing, and modeling, which provided opportunities for students to enhance their critical thinking, creativity, and integrative skills across different 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 To address the research questions, the researcher employed a variety of data collection methods, including observation, tests, and questionnaires This multifaceted approach aimed to give a comprehensive understanding of students' attitudes towards speaking before and after the intervention, as well as to identify effective strategies for implementing this technique The subsequent section provides a detailed 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 employing a questionnaire, the researcher aimed to assess whether students found the technique engaging Administered during the final meeting, students were allotted 10 minutes to complete the questionnaire The results of this assessment will be analyzed and discussed to gain insights into learners' perspectives.
The researcher designed a questionnaire, detailed in Appendices 2A and 2B, consisting of 10 questions aimed at gathering data to address both research questions The focus is on 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.
Tests serve as an essential tool for assessing research outcomes, particularly in evaluating students' speaking abilities As defined by Overton (2008), a test measures a student's capacity to perform specific tasks or demonstrate mastery of skills and knowledge In this study, tests were administered to students to evaluate their speaking proficiency before and after treatment, allowing for objective scoring of results The research categorizes these tests into pre-tests and post-tests, with the pre-test aimed at gauging students' speaking skills prior to intervention, and the post-test assessing improvements in their speaking abilities following treatment.
The pre-test and post-test maintained consistency in format and difficulty, ensuring their reliability In Part 1, students engaged in general conversation by answering questions about their personal details and family Part 2 presented a greater challenge, requiring students to arrange story pictures in the correct order.
The test consists of 25 carefully arranged sequences that guide students through a narrative, emphasizing the importance of structure in storytelling Additionally, it includes an open-ended question that prompts students to consider real-life situations or contexts they may encounter in the future, encouraging critical thinking and practical application of their skills.
The post-speaking test tasks were aligned with the course content, featuring 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 be useful for evaluating students' language proficiency, they have notable drawbacks, as they may not accurately represent a student's true abilities Factors like nervousness and anxiety can hinder performance, and some tests may lack reliability and validity To obtain a more comprehensive understanding of students' skills, additional methods such as questionnaires and observations are employed.
To enhance the credibility of the study and mitigate the limitations of tests and questionnaires, observation was employed as a research method This approach enables researchers to unobtrusively witness participants' natural behaviors, providing insights that may differ from their self-reported actions (Burns, 1999: 81).
This research employs participant observation to assess the teaching and learning process, focusing on student participation and attitudes during lessons The observation aims to evaluate the impact of storytelling on students, as well as to monitor the completion of homework Data will be collected using an observation form over eight sessions, 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 students' scores in the speaking tests Quantitative analysis of questionnaire responses was conducted using descriptive statistics, emphasizing percentage calculations 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 It includes the research approach, procedures, data collection instruments such as tests, a student questionnaire, and observation techniques, along with 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 evaluate the impact of storytelling on students' speaking abilities, addressing the initial research question A pre-test was conducted in the first week, followed by a post-test in the eighth week Test scores were assessed based on four criteria: content, fluency, grammar, and vocabulary The results of these tests are presented below, focusing on the content aspect.
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 scored 3 points, although they exhibited some errors in story arrangement that affected coherence Meanwhile, 14% of students received a score of 2 due to numerous mistakes in content organization and challenges in narrating the complete story Unfortunately, 7% of students scored 1, 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 revealed a significant improvement in students' storytelling abilities after the treatment Notably, 50% of students achieved a score of 5, demonstrating their ability to arrange content correctly and narrate the story in an engaging manner Additionally, 36% of students scored 4, as they presented suitable content and told the entire story interestingly, despite minor mistakes The number of students scoring 5 rose from 0% to 50%, while those scoring 4 increased from 0% to 36% Conversely, only 14% of students received a score of 3 in the post-test, marking a decrease compared to the pre-test, and no students scored 1 or 2 This indicates a remarkable enhancement in storytelling skills through the learning process.
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 the pre-test, 29 students, accounting for 57%, achieved a score of 4, while the remaining students scored 1, 2, or 3 Notably, all students improved their scores to 3 in the post-test, indicating significant progress in their speaking fluency after engaging in storytelling activities.
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 of 1 to 5, with no students achieving a score of 5 However, in the post-test, 7 students (50%) scored a perfect 5 Prior to the treatment, 8 students (57%) received a score of 4, while the remaining students scored between 1 and 3 Following the treatment, only 4 students (29%) scored a 4, and 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, no students achieved a score of 5, with scores distributed as follows: 7 students (50%) received a score of 4, 3 students (22%) scored 3, while the remainder scored 1 or 2 Following the treatment, students' scores improved significantly, with 7 students (50%) attaining a score of 5 and 5 students (36%) scoring 4; no students scored 1 or 2 in the post-test This indicates a notable 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 comparison of mean scores indicates that students significantly improved their speaking skills after learning through storytelling The post-test mean score surpassed the pre-test mean, highlighting notable progress 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 reached 20 in the post-test, a milestone that no student achieved in the pre-test This evidence clearly demonstrates that storytelling as a learning method greatly enhances students' speaking abilities.
The standard deviation decreased from 3.8 in the pre-test to 2.7 in the post-test, indicating that the scores of students in the post-test are more closely grouped 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
The questionnaires aimed to gather students' perspectives on their experiences with storytelling as a learning method Students responded to a set of 10 questions, and the data collected from these responses 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 students found storytelling to be an effective method for enhancing their motivation and interest in speaking lessons, leading to active engagement in the speaking process Overall, the findings demonstrate a high level of student satisfaction with the incorporation of storytelling in their learning experience.
A recent survey revealed that 86% of students enjoy learning through storytelling, finding it both engaging and entertaining This indicates that storytelling effectively captures students' interest in lessons Additionally, regarding students' attitudes towards imitation after storytelling, 71% expressed a preference for imitating the intonation used in the stories, with 57% completely agreeing and 14% agreeing This suggests that storytelling not only enhances engagement but also encourages students to participate actively through imitation.
Storytelling significantly enhances student engagement, as evidenced by 93% of students feeling more motivated to express their opinions in class discussions In contrast, only 7% of students reported feeling hesitant to respond to the teacher's questions.
In response to the fourth question, storytelling effectively sparks curiosity and imagination in students, with an impressive 93% expressing interest, while only 7% disagreed This indicates that storytelling plays a crucial role in enhancing the curiosity and creativity of nearly all students.
A recent study revealed that 93% of students fully agree, while 7% also concur, that storytelling provides valuable opportunities to understand their classmates' perspectives and experiences This indicates that all students (100%) can benefit from learning through their peers' viewpoints during storytelling lessons.
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, demonstrating the effectiveness of storytelling in their lessons Only 7% of students reported facing difficulties, indicating that the majority are successfully able to utilize their learning in various daily contexts.
The seventh question aimed to assess students' reflections on their storytelling abilities after independently completing a story The data revealed that 50% of students completely agreed and another 50% agreed that they felt happy about their ability to tell the story in English 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 speaking due to storytelling lessons that enriched their vocabulary, while only 7% expressed 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 from the previous question, 57% of students completely agreed, while 43% agreed with the statement, "I would like to participate more in storytelling in the future." This indicates a strong desire among all students to continue engaging in storytelling activities moving forward.
Students displayed a positive attitude towards learning English through storytelling, which actively engaged them in lessons They noted that storytelling not only enriched their vocabulary and stimulated their imagination but also enhanced their understanding of the world This approach helped develop their language skills and fostered an appreciation for literature Consequently, their English proficiency improved, leading to increased confidence and a greater interest in speaking.
Analysis of observation
The study aimed to examine the role of storytelling in teaching speaking skills and to assess students' attitudes during the lessons Observations were meticulously recorded to reflect the activities conducted in class, providing valuable insights into the learning environment The analysis revealed key issues, including levels of student participation, time management, homework completion, attitudes towards learning, and the overall impact of the educational experience.
Teacher observations indicated a notable 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 remainder arrived on time However, by the second day, the trend shifted significantly, with more students arriving early or on time and fewer arriving late Specifically, on the second day, 5 students came early, 4 on time, and 5 late By the third day, attendance improved further, with 5 students arriving early, 7 on time, and only 2 late Remarkably, during the seventh and eighth meetings, all 14 students arrived early Overall, there was a clear progression in punctuality and participation among the students.
36 attitude to learn speaking become better and they were looking forward to the lessons b Students’ homework
During the third meeting, 14 students submitted their homework, demonstrating increased responsibility However, they only did so 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 increased responsibility by completing their homework independently, with many submitting assignments without reminders During the fifth meeting, they shared stories in their own words, showcasing improved language skills By the seventh meeting, 14 students were motivated to finish their homework, successfully rewriting stories with correct sequences and content Overall, all students showed significant improvement in grammar and spelling, with some achieving no mistakes This reflects a heightened sense of responsibility towards their homework and learning, resulting in enhanced quality after engaging in 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, 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, significant improvements were observed in these areas.
On the third day, all students memorized the vocabulary, enhancing their ability to retell the story effectively Thirteen students answered story-related questions correctly, while one student required teacher support for clarification The class demonstrated improved intonation and fluency in their reading Additionally, students showcased their creativity by formulating questions for their peers and preparing practical solutions for real-life applications.
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 receive feedback on their homework They engaged in pair activities, sharing stories with high motivation, which significantly enhanced their content, vocabulary, and grammar However, students' fluency still needed further development.
On the 5 th day, all students completed the homework with high motivation
Students narrated their family stories using rigid language, which hindered their ability to express ideas freely Some were hesitant to respond to teachers' questions, limiting their verbal expression Additionally, grammar errors were prevalent, affecting clarity in communication Despite these challenges, students engaged with the story and were able to identify good and bad behaviors Overall, their fluency was restricted due to a lack of vocabulary.
On the sixth day, the students quickly grasped the art of storytelling, fully engaging with the content They actively followed the teacher's guidance, sharing positive feedback and extracting valuable lessons from the narrative.
By the seventh day, all students were able to retell the story in the correct sequence, demonstrating significant improvements in vocabulary, grammar, fluency, and intonation They gained valuable lessons from the story, enhancing their overall language skills.
In summary, the storytelling lessons significantly improved students' grammar, vocabulary, fluency, and imagination, while also enhancing their situational life skills and boosting their confidence in classroom settings 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 their peers However, by the second day, most students became engaged with the lesson, drawn in by the story, while three remained somewhat reserved On the third day, students displayed a more positive attitude, eager to share their opinions, though three still struggled with articulating their thoughts in complete sentences With the teacher's support, they gained confidence to speak out By the fourth day, curiosity grew as students eagerly listened to their peers, with 13 students exhibiting confidence, while one continued to be reserved The following day, motivation was high, yet some students remained hesitant due to difficulties in expressing their ideas On the sixth day, all students participated in storytelling, though one still required teacher assistance By the seventh day, most students were enthusiastic about the lesson, though two remained reserved, having not memorized their stories at home.
In the 2nd and 3rd lessons, the dynamics began to shift positively, and by the 4th and 5th lessons, the improvement was significant An increasing number of students became engaged with the lessons and tasks, demonstrating their enthusiasm and interest Active discussions among students further highlighted their excitement for the learning activities.
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 improvements in students' speaking skills following storytelling treatment Observations confirmed that students demonstrated enhanced fluency as they recounted stories, benefiting from the natural repetition of key vocabulary and structures This practice not only bolstered their fluency but also fostered their imagination, enabling them to formulate questions and solutions related to the stories and their own experiences Students effectively visualized elements like characters, settings, and activities, quickly adapting to the storytelling process They utilized vocabulary with improved intonation, added creative details based on picture sequences, and demonstrated enhanced grammar in expressing their ideas.
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 towards using storytelling as a tool for enhancing their speaking skills Chapter 3 revealed that students expressed enthusiasm for learning through storytelling Gardner (1985) emphasizes that a positive attitude can enhance language proficiency and facilitate language learning.
Based on student feedback from the questionnaire, learning through storytelling fostered a positive attitude towards education, making lessons more engaging and enjoyable Observations indicated that students were eager to complete homework creatively, arriving to class early and discussing the stories even before lessons began This approach not only motivated students but also boosted their confidence, as they actively participated and spoke English more fluently in front of the class While some students required additional support from the teacher, storytelling provided opportunities for imagination, curiosity, and peer learning, encouraging them to apply lessons to real-life situations In conclusion, storytelling significantly enhances children's attitudes towards speaking.
Summary
Research indicates that storytelling significantly enhances speaking skills, as evidenced by test results, questionnaires, and observations The researcher utilized Microsoft Excel to analyze data from two speaking tests, calculating key statistical measures such as mean, mode, standard deviation, median, minimum, and maximum The findings demonstrate a notable improvement in students' speaking abilities following storytelling instruction.
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 They reported feeling motivated, confident, and engaged during lessons, as this approach encouraged imagination, sparked curiosity, facilitated peer learning, and enabled them to share their own stories while applying lessons to real-life situations.
This chapter provides substantial data to address the research questions, revealing that the majority of students showed improvement in their speaking skills and expressed increased interest following storytelling activities.
