A Story-Telling Approach to Teaching English to Young EFL Iranian Learners

Kalantari, Farzaneh; Hashemian, Mahmood

doi:10.5539/elt.v9n1p221

Cited by 20 publications

(12 citation statements)

References 14 publications

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“…The improvement was attributable to none other than storytelling through which the treatment group acquired the new Arabic vocabulary tested in the posttest. The results concur with Soleimani and Akbari (2013) and Kalantari and Hashemian (2015) that indicated the effectiveness of stories in fostering vocabulary acquisition among less proficient learners.…”

Section: Discussionsupporting

confidence: 90%

“…[During storytelling] Children imagine sceneries, characters and so on about a story" (p. 32). Similarly, as suggested by Kalantari and Hashemian (2015), storytelling improves learners' vocabulary knowledge because when they listen to tales being told, they develop a steady and dynamic interaction with the plot, characters, context and new words which helps them to derive the intended meanings and messages. Arguably, storytelling activates the mind and helps it to decode words into meaning visually.…”

Section: Discussionmentioning

confidence: 90%

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The Effects of Storytelling on Primary Students' Arabic Vocabulary Acquisition and Interest

Hassan¹,

Mamat²

2018

IJES

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This article reports on a quasi-experimental study conducted to determine the effectiveness of storytelling in enhancing students’ Arabic vocabulary acquisition and interest in the technique. The experiment was carried out with 24 Primary 6 students over a period of one and a half weeks at a well-established madrasah in Singapore. Two instruments were used to collect data on Arabic vocabulary acquisition and student interest in storytelling, namely Wesche and Paribakht's (1996) Vocabulary Knowledge Scale and an Interest-in-Storytelling questionnaire. To address the research questions, the study used descriptive statistics, independent samples t-test and paired samples t-test. The main observations were: i) the control group obtained a higher mastery of Arabic vocabulary after the experiment was conducted, which was due to their relatively higher academic ability; ii) the two groups had unequal ability from the very onset of the study; iii) based on Cohen’s d effect size of 3.68, the storytelling technique had a tremendous effect on the treatment group's Arabic vocabulary acquisition; and (iv) students expressed a general interest in storytelling as a means of learning Arabic vocabulary where a majority (83%) liked storytelling as a method to discover new words. The study made some recommendations on how teachers can improve their practices of storytelling to increase students' learning of Arabic vocabulary .

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 90%

The Effects of Storytelling on Primary Students' Arabic Vocabulary Acquisition and Interest

Hassan¹,

Mamat²

2018

IJES

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“…Qur'an Learning Center is one of the private Elementary schools in Jakarta which applied English as a subject to be taught since the first grade. In addition, teachers' teaching strategy seems interesting to be observed (Kalantari & Hashemian, 2016). Therefore, this study centers on identifying teachers' perspectives on teaching vocabulary strategy to young learners.…”

Section: Discussionmentioning

confidence: 99%

Teachers' Perspective on Strategy for Teaching English Vocabulary to Young Learners

Deni

Fahriany

2020

Vis. J. Lang. Foreign Lang. Learn.

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<p>Teaching and learning vocabulary is an integral part of foreign language learning since it is the basic sub-skill for someone who wants to learn a foreign language. Thus, it is essential to teach English vocabulary at an early age since students still in the scope of their golden age, and they could learn everything easily. In this case, the teachers' teaching strategy seems essential to be concerned. Moreover, this descriptive qualitative study as a case study is designed to explore the Qur'an Learning Center teachers' perspective on the strategy used to teach vocabulary to young learners. The data were gathered through a semi-structured interview with two English Teachers at the Qur'an Learning Center, one of the elementary schools in Jakarta Selatan. The result of this study revealed that teachers believe that teaching strategy is essential for teaching vocabulary to young learners. Thus, the teachers have various strategies that can be applied for teaching vocabulary to young learners, for example, using games, sing a song, and others. Also, the teachers used interesting media like video, a real thing, pictures, and others. Those strategies are effective in engaging students to learn new vocabulary in English. This study is expected to give reference and knowledge for the English teacher who teaches young learners so they could implement some suitable ways with their real class.</p>

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“…This research is different from previous research because this research describes how teaching English to young learners is described in general. The writer describes the real condition of how the teaching-learning process is done while previous researchers describe a particular model of teaching and techniques in teaching English to young learners (Aziza & Syafei, 2018;Bakhsh, 2016;Kalantari & Hashemian, 2016;Wardiah & Syafei, 2016;Yolageldili & Arikan, 2011). They all describe particular techniques in teaching English to young learners such as using game, video or storytelling.…”

Section: Introductionmentioning

confidence: 99%

Teaching EFL for Young Learners in Islamic Elementary Boarding School

Wahyudi¹,

Madya²

2020

Proceedings of the 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019)

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this research aims to describe how is teaching-English to young learners in the Islamic Elementary Boarding School in Yogyakarta. In this research, the writer uses descriptive qualitative research. The method used in this research is the descriptive method. The instruments used are an interview with the headmaster, English teachers and students, classroom and teaching-learning observation recorded by video, and observation checklists. This research was done three times a meeting to collect the data needed. The population of this research is all English teachers and all the students in the one of Islamic Elementary School in Yogyakarta, while the sample is two English teachers and all students in the fourth grade. Based on the interview and observation checklist from the field, there are three significant policies in teaching English as a foreign language in Islamic Elementary Boarding school. The first is that full-day English speaking class. It means that all the students and all the teachers use English 100% in their teaching-learning. The second is the school uses a reading log to boost the student's performance by applying their English skills. The third is the teachers use games, ice-breaking, challenge, and songs in teaching English. It is in line with the theories that introducing English in the Elementary is better than the older children. Interesting materials can improve motivation. When motivation is improved, everything develops. The interesting materials can be found in games, ice-breaking, and songs.

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A Story-Telling Approach to Teaching English to Young EFL Iranian Learners

Cited by 20 publications

References 14 publications

The Effects of Storytelling on Primary Students' Arabic Vocabulary Acquisition and Interest

The Effects of Storytelling on Primary Students' Arabic Vocabulary Acquisition and Interest

Teachers' Perspective on Strategy for Teaching English Vocabulary to Young Learners

Teaching EFL for Young Learners in Islamic Elementary Boarding School

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