IMPROVING ENGLISH SPEAKING SKILLS THROUGH STORYTELLING AMONG FIFTH-GRADE LEARNERS: AN ACTION RESEARCH STUDY IN DONG THAP PROVINCE, VIETNAM

Huỳnh Thị Tú, Huỳnh Thị Nhĩ

Abstract


This study investigates the effectiveness of storytelling as a pedagogical tool for enhancing English-speaking skills among fifth-grade students in Dong Thap Province, Vietnam. Conducted as an action research project, the study involved 35 students over a 12-week period. Storytelling activities, including retelling, role-play, dramatization, and group storytelling, were implemented to foster oral communication. Data were collected through pre- and post-tests, classroom observations, questionnaires, and interviews. Results indicate that storytelling significantly improved students’ pronunciation, vocabulary retention, fluency, and confidence, while also fostering motivation, creativity, and collaborative learning. The findings contribute to global discussions on communicative language teaching, highlighting storytelling as a culturally responsive, low-cost, and impactful approach for resource-limited contexts.

Keywords


English speaking skills, storytelling, action research, communicative language teaching, primary education, Vietnam

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6757

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