The Effect of Storytelling Technique on Speaking Ability of Female Iranian Intermediate EFL Learners

Esmail Zare-Behtash ,Amin Saed ,Fatemeh Sajjadi

doi:10.7575/aiac.ijalel.v.5n.1p.209

Esmail Zare-Behtash , Amin Saed + Show 1 more

Open Access

https://doi.org/10.7575/aiac.ijalel.v.5n.1p.209

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Abstract

The main purpose of the present quasi-experimental study is to investigate the effect of storytelling technique on writing ability of Iranian intermediate EFL learners. To this end, 40 female intermediate EFL learners with the age range of 14-16 attending Chabahar Maritime University High School were initially selected. The homogeneity of their proficiency level was established via the administration of a TOEFL (the Paper-Based Test) proficiency test. Then they were randomly divided into two control and experimental groups. A speaking test was administered to female subjects of both groups at the beginning of the study. The experimental group used storytelling technique two times a week while the control group was not trained on this technique. At the end of the study, a speaking test was administered to all subjects for examining their ability in speaking skill. Independent sample t-test and paired sample t-test were performed for data analysis. The results showed that storytelling technique had a significant effect on improving the speaking ability of intermediate EFL learners.

Highlights

Speaking fluently and appropriately plays a critical role in learning a foreign language
The results showed that storytelling technique had a significant effect on improving the speaking ability of intermediate EFL learners
It was hypothesized that storytelling technique has no significant effect on speaking skill of the EFL learners

Summary

Introduction

Speaking fluently and appropriately plays a critical role in learning a foreign language. In order to have fluent communication, having good language skills is considered to be very important and these are listening, speaking, reading and writing altogether Among these skills, speaking is regarded essential for oral communication. Staab (1992) noted that in order to teach second language learners how to speak in the best way possible, some speaking activities are provided that can be applied both in ESL and EFL classroom settings. They include discussion, role play, simulation, information gap, brain storming, storytelling, interview, reporting, and playing cards (Staab, 1992). It attempted to answer the following research question: Does storytelling technique have a significant effect on speaking skill of Iranian high school EFL learners?

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