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Pontificia Universidad Católica del Ecuador sede Ibarra

Unidad Educativa “República del Ecuador”

(Ecuador)

Reception: 07/26/2022 - Acceptance: 08/13/2022

1st Review: 08/09/2022 - 2nd Review: 08/11/2022

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Suggested reference: Sucuzhañay Quintuña, B.R. (2022). Storytelling Technique for Strenghtening English as a Foreign Language Vocabulary in Basic Education Students. Lecturas: Educación Física y Deportes, 27(292), 110-126. https://doi.org/10.46642/efd.v27i292.3625

 

Abstract

    Vocabulary is an essential component for knowing a language. Accordingly, the need to improve learners’ vocabularies in a foreign language has encouraged research on storytelling, since it has been recognized as a powerful technique in language teaching and learning. The purpose of this study was to describe storytelling techniques to strengthen English as a Foreign Language (EFL) vocabulary in elementary school students. The participants of this study were64 students from 7th grade at a public institution located in Cuenca, Ecuador. The methodology used was descriptive qualitative-quantitative. Data was collected on students’ perspectives on storytelling as well as their vocabulary improvement. Some stories were told with the support of visual aids. Later a vocabulary test with 20 multiple choice questions was administered, and after the implementation and reinforcement, a survey with a Likert-scale questionnaire was conducted to know about the students’ opinions on storytelling for EFL teaching. Finally, after analyzing the results, it is concluded that storytelling effectively contributes to the improvement of vocabulary in young students. It is also important to include that the outcomes showed that students need the presence and support of their teacher to develop storytelling and the related activities in order to enhance their vocabulary.

    Keywords: Storytelling. Vocabulary. Foreign language.

 

Resumen

    El vocabulario es un componente esencial para conocer un idioma. Por consiguiente, la necesidad de mejorar el vocabulario de los aprendices en una lengua extranjera ha fomentado la investigación sobre narrativa, ya que se ha reconocido como una técnica poderosa en la enseñanza y el aprendizaje de idiomas. El propósito de este estudio fue describir las técnicas de narrativa para fortalecer el vocabulario del lenguaje extranjero en los estudiantes de primaria. Los participantes de este estudio fueron 64 estudiantes de 7º grado de una institución pública ubicada en Cuenca, Ecuador. La metodología utilizada fue descriptiva cualitativa-cuantitativa. Se recogieron datos sobre las perspectivas de los estudiantes en cuanto a narrativa, así como su mejora del vocabulario. Algunos cuentos fueron narrados con el apoyo de ayudas visuales. Posteriormente, se administró un test de vocabulario con 20 preguntas de opción múltiple y, tras la aplicación y refuerzo, se realizó una encuesta con un cuestionario de escalamiento tipo Likert para conocer la opinión de los alumnos sobre narrativa para la enseñanza del inglés como lengua extranjera. Finalmente, después del análisis de los resultados, se concluye que la narrativa contribuye de forma efectiva al mejoramiento del vocabulario en los jóvenes estudiantes. También es importante incluir que los resultados mostraron que los estudiantes necesitan la presencia y el apoyo de su profesor para desarrollar la narrativa y las actividades relacionadas para potenciar su vocabulario.

    Palabras clave: Narrativa. Vocabulario. Lengua extranjera.

 

Resumo

    O vocabulário é um componente essencial para conhecer um idioma. Consequentemente, a necessidade de melhorar o vocabulário dos alunos em uma língua estrangeira alimentou pesquisas sobre contação de histórias, uma vez que foi reconhecida como uma técnica poderosa no ensino e aprendizagem de línguas. O objetivo deste estudo foi descrever técnicas de contação de histórias para fortalecer o vocabulário de língua estrangeira em alunos do ensino fundamental. Os participantes deste estudo foram 64 alunos do 7º ano de uma instituição pública localizada em Cuenca, Equador. A metodologia utilizada foi qualitativa-quantitativa descritiva. Os dados foram coletados sobre as perspectivas dos alunos sobre a contação de histórias, bem como sobre o aprimoramento de seu vocabulário. Algumas histórias foram narradas com o apoio de recursos visuais. Posteriormente, foi aplicado um teste de vocabulário com 20 questões de múltipla escolha e, após aplicação e reforço, foi realizada uma pesquisa com um questionário de escala tipo Likert para saber a opinião dos alunos sobre a contação de histórias para o ensino de inglês como língua estrangeira. Por fim, após a análise dos resultados, conclui-se que a contação de histórias contribui efetivamente para o aprimoramento do vocabulário em jovens alunos. Também é importante incluir que os resultados mostraram que os alunos precisam da presença e apoio de seu professor para desenvolver a contação de histórias e atividades relacionadas para aprimorar seu vocabulário.

    Unitermos: Narrativa. Vocabulário. Língua estrangeira.

 

Lecturas: Educación Física y Deportes, Vol. 27, Núm. 292, Sep. (2022)

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Introduction 

 

    The complexity of foreign language vocabulary learning demands effective instruction. There is extensive research about word building methods. However, most of these studies have not emphasized in the consistent development of vocabulary. In this sense, Alizadeh (2016) claims that most (English as a Foreign Language) EFL educators still focus on traditional strategies, such as rote memorization, explicit instruction, repetition of word lists, translation, and so forth for vocabulary teaching. Foreign language learners need adequate lexicon knowledge in order to grow in the language skills. Alqahtani (2015) claims that vocabulary plays an essential role in language acquisition because it permits the progress of the language skills.

 

    The analysis of some methodologies of English as a Foreign or Second Language (EFL/ESL) teaching can best illustrate how vocabulary was taught throughout the history. In the early 19th century, language teaching focused on the Grammar-Translation Method with direct translation of vocabulary and syntactic structures. In the late 19th century, the Direct Method concentrated on speaking and listening. At that time, it was assumed that vocabulary would be acquired naturally, as in the first language. During World War II, the Audio-lingual Method alleged language as the result of habit formation. This method emphasized drills and pattern practice with little stress on vocabulary. In the 1940s, the Situational approach focused on vocabulary and grammar required for specific situations. In 1972, Communicative Competence emphasized sociolinguistic and pragmatic factors involved in language learning. Later, the Communicative Language Teaching (CLT) Approach focused on communicating message and fluency (Pereda, & Calero, 2015). In 2000, with Task-Based Language Teaching (TBLT) learners began to complete tasks using linguistic features in a meaningful way. (Schmitt, & Schmitt, 2018)

 

Source: Unsplash.com - Photo: Rain Bennett

 

    The historic methodologies of EFL/ESL teaching show that little attention has been paid to consistent vocabulary development. Currently, it also seems that vocabulary is one of the lowest priorities in EFL teaching compared to other skills. In this regard, Asyiah (2017) mentions that vocabulary teaching and learning appears to be neglected and that it could be the reason why EFL teaching faces many obstacles. EFL vocabulary learning in foreign settings has long been a challenge. The difficulty lies in remembering and using the vocabulary learned in the classroom for authentic communication (Abdullah, 2012). This problem is noticeable in public schools and high schools in Ecuador and has affected the development of language skills in young learners. Due to weak vocabulary, most students have trouble producing short simple descriptions of something or someone naturally in oral and written communication. This can be seen when EFL teachers ask students simple questions at the beginning of or during the lesson and expect them to use their background knowledge to interact, but only few learners answer the questions.

 

    In Ecuador, English learning is mandatory from the second year of elementary school (EGB is the acronym in Spanish) to the third year of Baccalaureate (the last year of secondary school); however, it has been a difficult challenge for teachers and learners to achieve the EFL goals specified in the Educational Curriculum. According to the Ecuadorian EFL Curriculum goals, students in 7th grade of EGB should be able to communicate basic needs and information and respond to a variety of social situations and literary texts. (Ministerio de Educación, 2016)

 

    Nonetheless, even higher-level students do not master lower-level language skills. It seems that students learn vocabulary and structures in class only to develop some activities and to receive a grade.

 

    In this concern, Precintha et al. (2019) argue that the lack of vocabulary would affect comprehension of oral and written texts and the interpretation of messages. Additionally, Schmitt, & Schmitt (2018) state that second language learners need at least 2,000-word vocabularies to understand everyday conversations in English. Nevertheless, most EFL learners struggle to develop such size of words, which has affected overall language acquisition. A rich repertoire of vocabulary is vital to make a good listener, reader, writer and speaker (Farizawati, 2016). That means that strong vocabularies may allow students to progress in other language skills. On the other hand, Herrera, & Murry (2015) declare that language development does not depend on explicit vocabulary or structure explanations; words and grammar must be taught in context with meaningful activities to practice vocabulary in different modalities and to raise student’ interest in learning. Therefore, it is crucial for language educators to facilitate students’ vocabulary acquisition with effective techniques in order to increase students’ lexicon and support learners’ overall language acquisition. (Fernández Lorenzo et al., 2018)

 

    According to Mason, & Krashen (2018), storytelling is a creative and effective technique for vocabulary acquisition if it contains rich language and is done regularly. Moreover, Kalantari, & Hashemian (2016) agree that storytelling is an undisputed technique for language teaching in the world because it facilitates linguistic, cognitive, psychological, social, and cultural development in children. From the previous studies, it can be inferred that storytelling is instrumental for vocabulary retention because stories provide valuable linguistic input for the integral development of EFL vocabulary in all students, particularly for beginners. It can also change the students’ perception on learning vocabulary that they consider challenging to acquire. In this context, this study aims to describe storytelling techniques to strengthen EFL vocabulary in students of primary school. Thus, this study will promote the use of storytelling to develop foreign language vocabulary in EFL settings as in the case of Ecuador. There is a lack of reliable research regarding vocabulary acquisition in the Ecuadorian EFL context and there is an urgent need to strengthen students EFL vocabulary to help them to develop their communicative skills. This investigation will contribute to the field of EFL teaching and to the Ecuadorian Educational Curriculum. In addition, the storytelling techniques described in this research can be applied in other EFL classrooms in other contexts.

 

Vocabulary 

 

    Lessard (2013) states that vocabulary is the words that every single language has, and that developing sufficient vocabulary people are able to communicate in an effective way and express their ideas in a proper manner. It is important to consider that word knowledge encompasses a series of properties such as semantics, morphology, phonology, and syntax. In this way, some basic command of vocabulary involves the familiarity with the meaning, structure, sound, and the way that words and phrases are arranged in sentences. It is also substantial to understand how the human brain processes words during vocabulary instruction. In this vein, Loftus, & Loftus (2019) point out that different types of memory have a variety of roles in each stage of vocabulary acquisition. There is sensory memory, which encodes visual and auditory input, but not all sensory information is absorbed. Short-term memory or working memory processes data that comes from sensory memory; in this way, the words are temporarily stored until they are either forgotten or moved into long-term memory. Long-term memory has an unlimited capacity, and it can retrieve vocabulary learned weeks, months or years ago. It is imperative to bear in mind that there are some factors that block students from storing vocabulary in their long-term memories. Among the most noticeable factors may include the affective filter, background language knowledge and opportunities to practice the target language.

 

Teaching vocabulary 

 

    With regards to vocabulary teaching, previous studies identify two types of instruction: direct or explicit and indirect or implicit. In this regard, Taghinezhad et al. (2016)conducted a study in which they found that a group of students who received vocabulary instruction using indirect language strategies outperformed the group who learned vocabulary through direct instruction. Consequently, they argue that indirect learning strategies enhance students’ vocabulary acquisition. According to Alqahtani (2015), language educators still do not agree on the effectiveness of one of the two previous methods. However, numerous professionals are in favor of contextualized vocabulary learning. Following previous research, it is important to highlight that vocabulary is best learned in context and that a combination of direct and indirect teaching is necessary to strengthen vocabulary enhancement. Furthermore, learners need receptive and productive vocabulary knowledge to develop their communicational competences. Students’ receptive vocabulary knowledge can be observed in their understanding of words in context, whereas productive vocabulary is demonstrated when they pronounce words correctly and use them in speaking and in writing. (Al-Dersi, 2013)

 

Storytelling in education 

 

    It is stated that storytelling formerly served to transmit traditions and knowledge from one generation towards another and so on. In the educational field, storytelling is not new, it is a well-known pedagogical tool, especially in the realm of language teaching. The storytelling technique is defined as the art of telling stories following a chain of events. It is also known as a method of telling and writing stories (Juraid, & Ibrahim, 2016). Similarly, Abdullah (2012) coincides that storytelling is a teaching-learning tool that supports creativity and communicative skills in EFL students. In this sense, storytelling is viewed as the process in which the storyteller narrates the story using different techniques and procedures. Currently, there is an increasing amount of literature that supports the use of storytelling in EFL teaching. Nevertheless, traditional innovation is hardly used in all levels of education (Masoni, 2019). Some of the reasons for this suggested by the author are the EFL teachers’ low level of proficiency, lack of time, fear that student’s might be unable to follow the story, and the lack of understanding. In addition, Davidhizar, & Lonser (2003) state that storytelling is an efficient tool to improve communication and critical thinking skills in young students. Moreover, Bala (2015) claims that storytelling in EFL classes propels meaningful learning and enhances vocabulary, since it promotes students’ creativity and motivates learners to participate in the activity.

 

Benefits of storytelling 

 

    Storytelling has the characteristic of propelling various skills in students of all ages. In this regard, As (2016) claims that storytelling develops listening and speaking skills in a fun and interactive way as well as activates imagination and motivational factors in learners. By the same token, storytelling can improve vocabulary learning in a comprehensive way, since short stories facilitate the integration of vocabulary with other language skills, cultural understanding, and autonomy development in students (Al-Dersi, 2013). According to Bežilová (2019), storytelling activates curiosity and motivation, and it is said that a motivated child possesses a high probability of retention of words and phrases. Moreover, Newton, & Nation (2020) suggest that extensive listening makes for easy comprehension of word meaning and also improves fluency in EFL students. From a similar perspective, Lucarevschi (2016) mentions that storytelling is effective because it is fun, engaging and highly memorable. In a similar point of view, Bala (2015) asserts that storytelling creates a friendly environment where the students feel relaxed and develop a positive interaction. Additionally, Agosto (2016) states that apart from improving the language skills, storytelling also influences the development of visualization, engagement, critical thinking and sequence ability that is related to identifying events and placing them in the correct chronological order. In this way, Zipes (2004) highlights the relevance of storytelling for teachers as well as for students who can feel comfortable while developing their social and language skills.

 

Storytelling procedures 

 

    Among the aspects to keep in mind to apply storytelling in the classroom are the age, language level, time and materials. Depending on the age of the learners, the teacher should select, adapt or create short stories, preferably with characters that can attract the students’ attention. The key language elements of the story should be taught previously. Storytelling can be developed in a series of steps. First, the teacher should create a clear context using language, illustrations or digital tools to convey the meaning of key words. A positive learning atmosphere is necessary for an effective cognitive development (Sevinç, 2020). Next, students can perform a pre-storytelling activity. The teacher then narrates or reads the story aloud. While listening to the story, students can interact with the storyteller. Finally, activities of different modalities are suggested to practice the vocabulary. In this sense, Cañas, & Chacón (2015) point out that skills are developed best when the neural networks are activated repeatedly through a combination of different learning strategies, that is, pictures, dramatizations, stories, music, audios, among others.

 

    The previously mentioned stages for carrying out storytelling can be synthesized as follows: pre-storytelling in which the teacher arranges the physic space and teaches key words; while-storytelling, where the storyteller introduces the story, assess students’ previous knowledge, and tells the story, supporting it with sensory details; post-storytelling, where students perform different activities to consolidate learning. (Kalantari, & Hashemian, 2016; Barroso et al., 2015)

 

Storytelling techniques 

 

    There are several ways to conduct storytelling and there are also numerous stories of different types that can be selected or adapted for students' vocabulary development. The storytelling techniques may vary according to the level of language of learners and the learning objectives. The storytelling techniques cited by Abdullah (2012, p. 33) are as follows:

• Start with short stories that do not challenge learners' concentration.

• Ensure that all class members can see and hear the storyteller's voice in an easy way.

• Read or narrate the story once or twice.

• Allow sufficient time for comprehension, questions and comments.

• Encourage listeners to be involved by repeating key vocabulary and phrases.

• Use gestures, mimes and body language to get the students’ attention.

• Use various tones and speech to exaggerate and create expectations.

Methods 

 

    The participants of this study were in seventh grade, between 11 and 12 years of age. The study was conducted at a public school located in Cuenca, Ecuador, and the 64 children received three hours of English classes per week. It is important to note that most of the learners’ English level is A2. For the students to participate in this research, their parents were asked to give the learners permission.

 

    The data collection instruments were a vocabulary test and a survey made up of a questionnaire using a Likert scale. The validity of the research instruments was established by means of the expert Judgment technique, with the participation of three research professionals in the educational field.

 

    Four storytelling sessions took place in face-to-face classes. The short stories were the following: “Restoring Nature Together” from the Global digital library, “Two Friends and a Bear”, “The Bremen Town Musicians”, and “The Grass is Blue”. These stories were selected and adapted by the researcher, in some cases, according to the needs of the students. Key words were taught through visuals before the narration. There were storytelling activities such as acting out, dramatization, answering questions, drawing the events of the story, summarizing, among others. Subsequently, a vocabulary test was applied to assess the students’ vocabulary knowledge. It was distributed through Google Forms.

 

    Regarding the survey, it was administered to the 64 participants to determine their perspective on vocabulary learning through storytelling. The survey used a Likert-scale with frequency items (always, almost always, sometimes and never), with a set of 10statements that revealed their opinions regarding storytelling and vocabulary.

 

Discussion 

 

    After telling the stories with the support of visual aids, 20 multiple choice statements were administered to students to determine if storytelling supported the development of their English vocabulary. The test was applied through Google Forms. Recurrent vocabulary from the four stories was used in the test. Table 1 below depicts the different vocabulary words with the number and percentage of students who answered that question correctly.

 

Vocabulary word	Nr. students	Percentage (%)
Teeth	45	70.3
By	15	23.4
Television	54	84.4
Sells	43	67.2
Failed	36	56.3
Reading	50	78.1
Shop	50	78.1
Yellow	49	76.6
Angry	47	73.4
School	47	73.4
Chats	18	28.1
Where	34	53.1
Cheese	52	81.3
Lake	23	35.9
Lived	16	25.0
Wonderful	33	51.6
Go to the library	40	62.5
Leave the supermarket	27	42.2
Have	40	62.5
So	27	42.2

Note: The number of students and percentages of positive answers. Source: Made by the author

 

    As it can be observed, from 20 questions, 14 were answered accurately by over 50% of the students. Nevertheless, most of the participants failed in 6 questions. They could not use the words by, chats, lake, lived, leave the supermarket and so in context. It means that even though, the majority of the words were stored in the students’ long-term memory, some vocabulary was not internalized by the students during the storytelling sessions, and the teacher has to look for an alternative to develop storytelling in a more effective way.

 

    As it was mentioned in the methodology, there were ten questions in a survey that was applied through Google Forms, and the results can be observed in Table 2.

 

Item	Always		Almost always		Sometimes		Never		Total
	Nr.	%	Nr.	%	Nr.	%	Nr.	%	Nr.	%
Storytelling awakens my imagination and interest in learning the foreign language.	17	26.6	23	35.9	23	35.9	1	1.6	64	100
Storytelling allows me to deduce and retain the meaning of words.	19	29.7	21	32.8	24	37.5	0	0	64	100
Language skills such as listening, speaking, reading, writing can be improved through storytelling.	31	48.4	21	32.8	11	17.2	1	1.6	64	100
The story is better understood when the teacher teaches the key vocabulary before the narration.	37	57.8	14	21.9	12	18.8	1	1.6	64	100
The story is better understood when the teacher interacts with the students during the narration.	43	67.2	14	21.9	7	10.9	0	0	64	100
Follow-up activities or those that happen after storytelling help to consolidate new vocabulary.	30	46.9	16	25.0	17	26.6	1	1.6	64	100
The use of visual aids or sensory details are important during storytelling to understand and create a clear mental image of the narrative.	33	51.6	18	28.1	13	20.3	0	0	64	100
The use of gestures, mime and facial expressions in storytelling convey the meaning of words.	31	48.4	16	25.0	16	25.0	1	1.6	64	100
Do you consider that stories are interesting when they are narrated or read by teachers?	35	54.7	18	28.1	11	17.2	0	0	64	100
How often would you like the teacher to develop storytelling in the classroom?	30	46.9	19	29.7	15	23.4	0	0	64	100

Source: Made by the author

 

    It can be seen in the above table that all of the statements are related to the positive sentiments that storytelling evokes in classes and its relation with vocabulary.

 

    It should be highlighted that the statement that got the highest frequency score (the story is better understood when the teacher interacts with the students during the narration) reflects that the learners indeed need their teacher’s support in the application of storytelling. The responses show that the stories captivated the students’ attention and they enjoyed the way they were applied. The results also display that the storytelling procedures and techniques described in this research highly motivate young students to learn new vocabulary, as well as to develop linguistic and social skills.

 

    Table 3 is a summary of the number of students and their responses frequency.

 

Summary average	Always		Almost always		Sometimes		Never		Total
	Nr.	%	Nr.	%	Nr.	%	Nr.	%	Nr.	%
	30	46.9	18	28.1	15	23.4	1	1.6	64	100

Source: Made by the author

 

    As it can be observed in the table, and according to the percentages, the student’s perspectives show high acceptance about the use of storytelling to develop and enhance vocabulary in EFL learners. In that way, 30 students that represent 47.82% of the total population used always in their responses, while 18 students that represent 28.1% mentioned almost always in their answers, 15 students that represent 23.4% responded with sometimes and 1 student that represent 1.6% used never in their responses.

 

    It is important to mention that there is a very low percentage of students that used never in their responses. In those cases, the teacher can attempt find out what is not working well with those students who did not accept storytelling as a tool for improving vocabulary.

 

    With regards to the relationship between vocabulary and storytelling, Farizawati (2016) emphasizes that using storytelling in the development of vocabulary produces more satisfying outcomes than using outdated strategies as memorization. From this perspective, Tachom (2021) argues that the development of students’ vocabulary learning is more engaging when they use stories and tales, since they can improve their productive and receptive skills and communicate by telling stories in various ways. Furthermore, Vaahtoranta et al. (2018) highlight that reading is one of the best ways to increase vocabulary, along with telling the stories. Similarly, Çubukçu (2014) claims that the interaction and cooperation in reading and storytelling helps to foster vocabulary in learners. Additionally, Vaahtoranta et al. (2019) agree that interactive storytelling engages children in enhancing their reading skills and applying new words in a positive environment that contributes to propel vocabulary and learning.

 

Conclusions 

 

    The students need some motivation and the use of various strategies to develop their vocabulary in a relevant way that contributes to improving their overall language proficiency and boost their language skills.

 

    The application of storytelling to enhance vocabulary in students of primary education was effective in young learners and it supported their language acquisition in a different and enjoyable way.

 

    Storytelling helps to develop the students’ interest, imagination and creativity when they use this technique to learn vocabulary.

 

    Using storytelling not only supports the acquisition and reinforcement of new vocabulary, but it also develops the students’ social skills such as communicative competence and critical thinking.

 

    Storytelling supports beginners’ vocabulary growth in ways that they cannot with other strategies, since this tool integrates most of the techniques used in vocabulary teaching.

 

    It is also concluded that this technique should be included in teachers’ planning as a reminder that education and language acquisition not only take place with a book as guide, but also with teachers’ creativity and predisposition for positive change.

 

References 

 

Abdullah, E.S. (2012). The effect of storytelling on vocabulary acquisition. Journal of Al-Frahids Arts, (10), 20-57. https://www.iasj.net/iasj/download/6d95256e8d390925

 

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Lecturas: Educación Física y Deportes, Vol. 27, Núm. 292, Sep. (2022)