A Study of the Use of Narratives in Teaching English as a Foreign Language to Young Learners

Fojkar, Mateja Dagarin; Skela, Janez; Kovac, Pija

doi:10.5539/elt.v6n6p21

Cited by 7 publications

(4 citation statements)

References 6 publications

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“…From the teaching perspective, teachers can maximize the use of picture books and storytelling to foster students' comprehension in reading by focusing on grammar and language complexity (Melchor, 2015;Fojkar et al, 2013). Accordingly, we hypothesize:…”

Section: Narrative Theory and Bilingual Storytelling Curriculummentioning

confidence: 99%

Understanding the Dynamics of Materials Adaptation in An English-Chinese Bilingual Storytelling Curriculum for First Graders

Wang,

Saihong,

Sonsupap

2024

ijole

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This cross-sectional study examined materials adaptation within an English-Chinese bilingual storytelling curriculum for first graders to identify the potential factors influencing adaptation choice. It delved into the relationship between curriculum objectives, perceptions of picture books, and the use of tense and narrative. A survey (N=352) gathered demographic data of English teachers from China, and the data was analyzed using Partial Least Square (PLS) structural equation modeling. Findings illuminate how teachers’ perception of picture books fully mediate the interplay between bilingual storytelling curriculum objectives and teachers’ narrative in a picture book adaptation. Analyzing the results by narrative theory, it found that the essence of storytelling and narrative is making meanings; stories play a leading role in the curriculum for first graders to develop their bilingual narrative through sharing, reading, and telling stories. Consequently, teachers’ understanding of picture books’ possibilities as teaching materials, benefits for fostering students’ bilingual development, and perception of the intertextuality of illustration and words can significantly facilitate teachers’ narrative in a picture book adaptation. This study contributes by elucidating the mediating role of picture books, emphasizing the importance of linking curriculum objectives with teaching materials adaptation in practice. Furthermore, longitudinal research is to overcome the limitations of this cross-sectional correlation analysis.

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Section: Narrative Theory and Bilingual Storytelling Curriculummentioning

confidence: 99%

Understanding the Dynamics of Materials Adaptation in An English-Chinese Bilingual Storytelling Curriculum for First Graders

Wang,

Saihong,

Sonsupap

2024

ijole

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“…Some studies also explored teachers and students' perspectives and experiences using narratives in the classrooms. For instance, a study in Slovenia (Fojkar, Skela, Kovac 2013) elucidated that using narratives in the foreign language classroom enhanced student language skills and motivation for all age groups. The survey among EFL teachers revealed that teachers who used narratives in their teaching, selected authentic materials, used illustrations or other visuals to support comprehension, and prepared follow-up discussion questions to engage students in reflective learning.…”

Section: Narrative Teaching In Higher Educationmentioning

confidence: 99%

The Humanizing Power of Narrative in Academic EFL Teaching as Response to COVID-19 Post-pandemic Education Challenges

Łukaszyk-Spryszak,

Sańczyk-Cruz

2023

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The COVID-19 pandemic enforced rapid changes in teaching methodology, practically revising the widely applied academic practices and traditional approaches. Upon entering the spaces of classrooms after demanding remote learning, academic teachers and students encounter several challenges that pertain to building humanizing learning environments, as times differ from those before the pandemic. Therefore, promoting humanizing pedagogy in higher education is critically needed right now. The purpose of the article is to detail theoretical and practical solutions for academic teachers to inspire them to implement a narrative approach in their academic classrooms. Empirical studies support that when humanizing pedagogy is put into practice, it can strengthen reflective and dialogic approaches to teaching English, including teaching a specialist language. The practical suggestions on how to implement these approaches into teaching EFL and ESP in the context of Polish higher education distinctively show the potential of narratives and storytelling as didactic tools translating into an opportunity to design modern, high-quality English language courses.

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“…Other similar studies, according to the researcher, will serve to further solidify the factors influencing and difficulties in English teaching to YLs. Fojkar et al (2013) investigated the use of narratives in the training of English as a foreign language to YLs in a study. The purpose of this study was to determine the opinions of primary school English language instructors in Slovenia toward the use of narratives in teaching English to children aged eight to nine (particularly, third and fourth grades).…”

Section: Related Studiesmentioning

confidence: 99%

An Investigation of Factors Affecting English Teaching for Young Learners of Efl Students

Tran,

Hua

2023

EJFL

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Currently, English is used widely in modern life, including education, business, and international relations. As a result, persons attempting to enhance their English skills have a variety of goals. The researcher's goal in this study is to investigate English major students' perspectives on teaching English to young learners. Additionally, the project exposed factors of teaching effectiveness such as teachers' manners, instructional techniques, and challenges in the classroom regularly. This research consists of 62 EFL students at Tra Vinh University who had completed teaching methodology courses and practicum experience and 8 teachers at Sunrise Center. The data were gathered through a questionnaire and interview session. The outcomes indicate that teaching techniques are a significant factor in teaching English to young learners. Moreover, teachers' manners toward students can impact students' language learning outcomes. Last but not least, this study identified several challenges that appear in English classrooms frequently, including a lack of motivation, short attention spans, and obstacles in communicating in English confidently. These findings can inform EFL teachers and curriculum designs to provide learners with quality learning outcomes. Article visualizations:<img src="/-counters-/soc/0014/a.php" alt="Hit counter" />

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A Study of the Use of Narratives in Teaching English as a Foreign Language to Young Learners

Cited by 7 publications

References 6 publications

Understanding the Dynamics of Materials Adaptation in An English-Chinese Bilingual Storytelling Curriculum for First Graders

Understanding the Dynamics of Materials Adaptation in An English-Chinese Bilingual Storytelling Curriculum for First Graders

The Humanizing Power of Narrative in Academic EFL Teaching as Response to COVID-19 Post-pandemic Education Challenges

An Investigation of Factors Affecting English Teaching for Young Learners of Efl Students

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