Using storytelling to develop speaking skills for young learners at an English center in Quy Nhon = Sử dụng kể chuyện để phát triển kỹ năng nói cho học viên nhỏ tuổi tại một trung tâm tiếng Anh ở Quy Nhơn

MINISTRY OF EDUCATION AND TRAINING

QUY NHON UNIVERSITY

PHAN THANH THANG

USING STORYTELLING TO DEVELOP

SPEAKING SKILLS FOR YOUNG LEARNERS AT

AN ENGLISH CENTER IN QUY NHON

Field: Theory and Methodology of English Language Teaching

Code: 8140111

Supervisor: Dr. VO DUY DUC

BỘ GIÁO DỤC VÀ ĐÀO TẠO

TRƢỜNG ĐẠI HỌC QUY NHƠN

PHAN THÀNH THẮNG

SỬ DỤNG KỂ CHUYỆN ĐỂ PHÁT TRIỂN KỸ NĂNG

NÓI CHO HỌC VIÊN NHỎ TUỔI TẠI MỘT

TRUNG TÂM TIẾNG ANH Ở QUY NHƠN

Ngành: Lý luận và phƣơng pháp dạy học bộ môn Tiếng Anh

Mã số : 8140111

Ngƣời hƣớng dẫn: TS. VÕ DUY ĐỨC

i

STATEMENT OF AUTHORSHIP

I certify that this thesis is the result of my own study and that it has not

been submitted to any other university or institution wholly or partially. All

statements of the thesis which are not my own are written in quotation and

can be shown in the list of references.

Quy Nhon, 2022

PHAN THANH THANG

ii

ACKNOWLEDGEMENT

For the completion of this thesis, I have received great assistance and

support from my teachers, colleagues, students and my family.

First of all, I would like to send my deepest thanks to my supervisor,

Dr. Vo Duy Duc, for his encouragement, guidance and his critical comments,

without which I could not have finished my thesis. He also offered me great

help in terms of ideas and materials.

I am also grateful to all lecturers of M.A course at the Department of

Foreign Languages and the Department of Pedagogy in specific and to Quy

Nhon University for their valuable lectures from which I have had such a

great motivation and benefited a lot in the writing of this thesis.

My sincere thanks are due to all the colleagues, and students at

International Active Learning Center (IALC) - an English Center in Quy

Nhon for their cooperation in giving me valuable information.

Last but not least, I am in debt to my beloved family and my wife who

are always by my side with their constant help and spiritual support during

my studying process.

I have made great efforts to complete the study. However, I realize that

this thesis is far from being perfect. To make it better, the author expects any

constructive criticism. At last, the writer hopes that this research paper will be

useful for all.

iii

ABSTRACT

In teaching a language, applying suitable method plays an important

role in the success of the lesson. Using stories for educational purposes is an

effective teaching strategy especially for teaching young learners. This study

aimed at investigating the use of storytelling technique in teaching speaking at

IALC - an English Center from teachers‟ perception and the difficulties they

face. The researcher used qualitative and quantitative research which used

survey questionnaire, interview and observation as instruments. The study

findings showed that teachers have vague understanding about the storytelling

technique and infrequent use of this technique in their teaching. In addition,

all of them say that this technique has many benefits to students and it can

make students happy and easy to understand the lessons. Finally, all of the

teachers find that this technique is difficult to use, needs time and places to be

applied and causes noise. It is recommended that teachers need further

training on the use of this technique because it is an important and effective

technique to get students memorize the lesson and it also attracts students'

attention, and it improves their prediction skills.

iv

TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP ................................................................... i

ABSTRACT.....................................................................................................iii

TABLE OF CONTENTS................................................................................. iv

LIST OF TABLES .......................................................................................... vii

LIST OF FIGURES........................................................................................viii

CHAPTER 1. INTRODUCTION ..................................................................... 1

1.2. Rationale .............................................................................................. 1

1.3. Aims of the Study ................................................................................ 2

1.4. Research questions............................................................................... 2

1.5. Scope of the study................................................................................ 3

1.6. Significance of the Study ..................................................................... 3

1.7. Organization of the study..................................................................... 3

CHAPTER 2. LITERATURE REVIEW .......................................................... 5

2.1. Speaking .............................................................................................. 5

2.1.1. Definitions of speaking skill......................................................... 5

2.1.2. Speaking teaching techniques....................................................... 6

2.1.3. Techniques to teach speaking skill to young learners .................. 7

2.2. Storytelling .......................................................................................... 8

2.2.1. Definition Storytelling .................................................................. 8

2.2.2. The Advantages Storytelling ........................................................ 9

2.2.3. Storytelling Techniques.............................................................. 10

2.2.4. Procedures Teaching Speaking with Storytelling Technique..... 12

2.3. Difficulties Applying Storytelling Technique................................... 13

2.4. Previous Studies................................................................................ 15

2.5. Summary ........................................................................................... 19

v

CHAPTER 3. RESEARCH DESIGN AND METHODOLOGY................... 20

3.1. Research Design................................................................................. 20

3.2. Context Of The Research................................................................... 21

3.3. Participants......................................................................................... 23

3.4. Materials............................................................................................. 23

3.5. Research Instrument........................................................................... 23

3.5.1. Survey Questionnaire.................................................................. 24

3.5.2. Interview ..................................................................................... 24

3.5.3. Observation................................................................................. 26

3.6. Data Collection................................................................................... 26

3.7. Data Analysis..................................................................................... 27

3.7.1. The Questionnaire Data Analysis Procedures............................ 28

3.7.2. Interview Data Analysis Procedures........................................... 28

3.7.3. Observation Data Analysis Procedures ...................................... 29

3.8. Summary ......................................................................................... 29

CHAPTER 4. FINDINGS AND DISCUSSION ............................................ 30

4.1. Questionnaire ..................................................................................... 30

4.1.1. Teachers‟ opinion about speaking skills..................................... 30

4.1.2. Teachers‟ perception about the use of communicative

activities in teaching speaking skills..................................................... 31

4.1.3. The frequency of using storytelling activities in teaching

speaking ................................................................................................ 32

4.1.4. Teachers‟ role in designing and managing storytelling

activities in classrooms......................................................................... 33

4.1.5. Teachers‟ implementation of storytelling activities ................... 34

4.1.6. Benefits of use storytelling activities in teaching English

speaking skill to young learner............................................................. 35