Promoting young EFL learners’ oral production through storytelling: coursebook adaptation in the Vietnamese classroom

Abstract

Abstract A global push to start learning English early has heightened interest in effective pedagogical practices for young learners. In many parts of the world, however, teachers feel constrained by the educational system in which they work. Coursebooks are mandated, tests and examinations dominate, and teacher education may not consider the particularities of teaching young learners. Such factors have all been identified in Vietnam, where this study was conducted. A storytelling innovation based on coursebook texts was introduced and taught for one school term. Pre- and post-tests of speaking found that learners who experienced the storytelling innovation significantly outperformed the learners who followed the textbook when measured by English tokens, English types, idea units in English, and idea units in English and Vietnamese. The study demonstrates how a relatively modest course book adaptation can lead to improved learning outcomes in an EFL context where change is often considered difficult to achieve.