THE ROLE OF STORYTELLING IN LITERACY DEVELOPMENT AMONG NIGERIA PRIMARY SCHOOL STUDENTS

Abstract

This study examines the role of storytelling in literacy building and critical thinking skills among second language learners. Researchers have established strong significant relationship between storytelling and imaginative literary appreciation and achievements but less is known about how this pedagogic tool can enhance second language learners’ writing and reading skills. This is quasi-experimental research which purposively chose one hundred primary schools students divided into control and experimental groups. The experimental group was given literacy instruction through storytelling while the control had their instruction without the variable. The effect of storytelling on the learners’ outcomes was measured through observation, and post tests administered to the two groups to measure their reading and writing abilities. Results showed that the students in the experiment class showed curiosity in reading the assigned passages and scored higher than their counterparts in the control group. Results further showed that students in the experiment class were curious to discuss and write about their understanding of the story thereby increasing their oral communication skills than their counterparts. Results suggest inquiry-based instruction through storytelling as key to developing critical thinking, reading and communication skills among second/foreign language learners.