Abstract
The aim of the current meta-analysis was to determine overall effects of storytelling on English language learning and teaching with further analysis of different effects across school levels, outcome variables (such as language skills and affective effects), and across storytelling types. Although storytelling-related meta-analyses have already been conducted, the previous meta-analysis on storytelling did not analyze affective effects or include theses/dissertations. The current study analyzed cognitive and affective effects of storytelling through 277 samples from 18 journal articles, 63 master’s theses and three doctoral dissertations in order to generalize more samples of empirical research on storytelling under Korean EFL context from 2000 to 2021. As a result, the overall effect of storytelling was g = .613. Likewise, effects of the cognitive domain (g = .627) and the affective domain (g = .599) were similar with the overall effect size of storytelling. Vocabulary and attitude were more effective than other subtypes of cognitive and affective domains respectively. Storytelling was more effective with a more directly interactive type when learners started to study English in elementary or secondary school. Finally, educational implications and limitations are discussed.
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