Volume 04 Issue 08-2024
54
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
08
P
AGES
:
54-58
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article emphasises the value of storytelling for cultivating speaking competence and how to aply successfully
these tactics while teaching.
KEYWORDS
Technique, storytelling, communication, narrating.
INTRODUCTION
The development of speaking abilities is seen as the
most difficult component of language learning.
Speaking requires instantaneous input, spontaneous
engagement, and real-time processing, unlike other
language skills like reading or writing. Because spoken
communication is dynamic, both teachers and students
face particular difficulties. Thus, creative instructional
approaches and techniques are necessary to create an
atmosphere that supports the development of
speaking
proficiency.The
fundamental
changes
currently being implemented in our nation's
continuous education system are making it more
difficult to create the conditions required for young
people to acquire a foreign language, engage in
communicative activities in it, employ strategies that
show proficiency in communication, and express
themselves flawlessly in any foreign language.
Encouraging students to think and talk well in a foreign
language is also vital.This article explores the many
methods, also gives information about stoytlling
Research Article
STORYTELLING IS A POWERFUL TOOL IN ELT FOR DEVELOPING
STUDENTS' SPEAKING COMPETENCY
Submission Date:
Aug 13, 2024,
Accepted Date:
Aug 18, 2024,
Published Date:
Aug 23, 2024
Crossref doi
https://doi.org/10.37547/ajps/Volume04Issue08-08
Saparbaeva Nazigul Jamilovna
T
eacher at school №3, Taxiatash, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 08-2024
55
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
08
P
AGES
:
54-58
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
techniques that may be used to help pupils improve
their speaking abilities when teaching English.
Speaking is a kind of speaking action in which an idea is
spoken aloud. One of the main speech tasks is
speaking, which is a necessary ability for oral
communication. It has to do with the mental process of
concept expression. First and foremost, students need
to be inspired to cultivate the intention to
communicate. The speaker then chooses suitable
vocabulary or grammatical constructions from
memory, usually drawing on the easily accessible
information in their mother tongue. Speaking is
ultimately the process of articulating a thought and
giving words a proper pronunciation, or employing
language in spoken communication. One of the
linguistic abilities that are gained throughout language
acquisition is speaking. One of the four language skills
is speaking, along with listening, reading, and writing.
It is the oral manner in which humans convey words. In
English Language Teaching (ELT), storytelling has
proven to be an influential method for enhancing
speaking skills. This engaging approach not only makes
learning more captivating but also greatly increases
students' confidence and fluency. By integrating
narrative activities into the curriculum, educators can
leverage the diverse advantages of storytelling to
create a more effective and enjoyable language
learning environment.
Speaking is often an undervalued skill, possibly
because almost everyone can speak and thus we tend
to take it for granted. However, speaking deserves as
much attention as literary skills, both in our first and
second languages. The four skills are interrelated, and
speaking is often considered difficult for EFL learners
to master because students have to acquire other
language components such as grammar, vocabulary,
pronunciation, and fluency in order to be proficient
English speakers. Thus, they can become nervous, be
afraid of making mistakes, and lack confidence [4:159-
182].
In the following strategies for raising English language
learners' speaking proficiency abilities will be
discussed.
Storytelling. According to Stanley and Dillingham [7],
storytelling is an engaging oral activity that captivates
audiences by evoking multi-sensory emotions through
narrating events in a story. It includes improvisation,
facial expressions, and div movements to enhance
the storytelling experience.
Fikriah [2:87-101] stated that storytelling builds
confidence, develops language skills, encourages
speaking and listening fluency, and increases
motivation and interaction for the students. Employing
the storytelling method makes the learning process
more enjoyable for students. Not only do they develop
language skills, but they also gain knowledge of
Volume 04 Issue 08-2024
56
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
08
P
AGES
:
54-58
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
history, information, science, and more through this
engaging approach.
One of the most effective ELT strategies for improving
students' speaking proficiency is the narrative
technique. It gives pupils a sense of purpose and rich
context, boosts their self-esteem, and enhances their
language proficiency all at once. The use of storytelling
into language instruction provides a vibrant and
participatory method that develops a stronger cultural
and emotional bond with the language while also
improving speaking abilities.
There is a variety of types of stories, for example,
fairytales, folktales, fables, fiction, legend, short
stories, written stories, picture-based stories, and
personal stories among others [1]. One of the most
important goals of Storytelling is to acquire
vocabulary and grammar implicitly and as a result
to produce language effectively. Khodabandeh in his
research found that this goal can be achieved. He also
said that students significantly improved their English-
speaking skills [3:24-36].
Undoubtedly, nowadays the use of media is a crucial
tool for the application of storytelling with high school
students. This digital era allows both teachers and
students to have access to a variety of technical
devices, virtual platforms, videos, games, and music
which can help us to facilitate our teaching-learning
process. Digital storytelling is telling stories but using
technology to enrich the exposition or delivery of
stories through visual and auditory aids to motivate
and engage students in EFL/ESL learning [6:1541-1544]
However, Normann [5] states, the story and not the
technology should be at the center considering that
language is the key point. Digital storytelling is a
learner-centered process allowing students to interact
and produce language genuinely as part of the
learning process and especially to improve their
speaking skills to communicate and be part of our
nowadays society. Thus, the results of the research
were positive with the implementation of this method,
since Razmi found that learning through digital
storytelling has two purposes: it becomes personal,
friendly engaging, and artistic, and it also benefits
students to improve their linguistic skills to express
their opinions using digital narratives for an audience.
In the following paragpraphs we will look through the
role of storytelling in language learning. Storytelling
taps into our intrinsic appreciation for narratives. From
ancient legends to contemporary novels, stories have
been integral to human culture. In the educational
setting, storytelling turns abstract language concepts
into engaging and memorable experiences. This
approach aids students in grasping and retaining new
vocabulary, grammatical structures, and idiomatic
expressions more effectively. Fostering confidence
through narrative exercises is also key benefit of
storytelling. It is a capacity to build students'
Volume 04 Issue 08-2024
57
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
08
P
AGES
:
54-58
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
confidence in their speaking abilities. When learners
create and share their own stories, they engage in a
creative and low-pressure activity that allows them to
experiment with language freely. This supportive
environment encourages students to take linguistic
risks, which is essential for developing fluency.
Storytelling compels students to use language in a
lively and expressive way. As they tell their stories, they
practice forming coherent sentences, employing a
diverse vocabulary, and using proper intonation and
emotion. These practices enhance fluency and lead to
more natural speech. Additionally, storytelling often
involves interacting with peers, whether through
group storytelling or storytelling circles, which further
improves conversational skills.
CONCLUSION
In conclusion, storytelling has been emphasized as a
valuable technique in English Language Teaching
(ELT). By involving students in narrative-based
activities, storytelling boosts their confidence and
fluency in speaking. It encourages creative self-
expression, thereby improving their linguistic and
cognitive abilities. The immersive nature of
storytelling, which involves visual, auditory, and
kinesthetic components, ensures that learners remain
highly engaged and motivated. Storytelling emerges as
a powerful and transformative method in English
Language Teaching, providing numerous advantages
for improving speaking skills. Through narrative
activities, educators can cultivate a dynamic and
engaging learning atmosphere that enhances
students' confidence, fluency, and creative thinking.
REFERENCES
1.
Denning, S. (2021). What are the main types of
stories
and
narratives?
Retrieved
from
https://n9.cl/yrura
2.
Fikriah. R. (2016). Using the Storytelling Technique
to Improve English Speaking Skills of Primary
School Students. English Education Journal (EEJ),
7(1).
3.
Khodabandeh, F. (2018). The impact of storytelling
techniques through virtual instruction on english
students’ speaking ability. Teaching English with
Technology,
18(1),
24-36.
Retrieved
from
https://n9.cl/0svwp
4.
Lin, H. (2013). Perception, Difficulties, And Strategy
Preferences Of English Oral Communication For
Taiwanese
College
Students.
Thesis
and
Dissertations on English Teaching and Learning in
Taiwan, 38(2)
5.
Normann, A. (2011). DIGITAL STORYTELLING
(Master Thesis in Didactics for English and foreign
languages), Norwegian University of Science and
Technology.
1-124.
Retrieved
from
https://n9.cl/4mj25
6.
Razmi, M., Pourali, S., & Nozad, S. (2014). Digital
Storytelling in EFL Classroom (Oral Presentation of
the Story): A Pathway to Improve Oral Production.
Volume 04 Issue 08-2024
58
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
04
ISSUE
08
P
AGES
:
54-58
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
International Conference on Current Trends in
ELT, 1541-1544. doi:10.1016/j.sbspro.2014.03.576 7.
Stanley, N. & Dillingham, B. (2009). Performance
literacy through storytelling. Gainesville, FL:
Maupin House Publishing.
