INTEGRATING STORYTELLING IN ENGLISH LANGUAGE TEACHING: ENHANCING YOUNG LEARNERS' ENGAGEMENT AND COMPREHENSION
DOI:
https://doi.org/10.35433/pedagogy.1(120).2025.18Keywords:
Storytelling in English Language Teaching, Digital Storytelling, Young Learners, Language Acquisition, Innovative Pedagogical Strategies, Narrative Learning, Multimodal EducationAbstract
The article examines the theoretical and practical aspects of integrating storytelling into English Language Teaching (ELT) for young learners, focusing on its ability to enhance engagement, comprehension, and linguistic development. The theoretical foundations of storytelling as a pedagogical tool are analyzed, with an emphasis on the principles of Krashen’s Input Hypothesis, Vygotsky’s Sociocultural Theory, and Gardner’s Theory of Multiple Intelligences. Particular attention is given to the evolution of storytelling into digital formats, which incorporate multimedia and interactive elements, addressing the diverse needs of modern learners.
The role of storytelling in meeting the developmental and linguistic needs of young learners is explored. Traditional storytelling is discussed as a method of fostering active listening, participation, and empathy through oral narratives, dramatization, and role-playing. The article also highlights the potential of digital storytelling to create immersive and multimodal learning experiences, which engage learners through the integration of text, audio, images, and video.
Innovative strategies for integrating storytelling into ELT lesson plans are analyzed, focusing on pre-, during-, and post-storytelling activities that promote active participation and reinforce language skills. The transformative potential of student-created digital stories, which combine creativity with collaborative learning, is also discussed. These methods are shown to improve vocabulary acquisition, fluency, and digital literacy while fostering cultural awareness and critical thinking.
The article identifies and addresses key challenges in implementing storytelling in EFL classrooms, including the selection of appropriate materials, teacher preparedness, and access to technological resources. It emphasizes the importance of professional development for educators and the provision of accessible storytelling platforms to overcome these barriers.
The study concludes that integrating storytelling into ELT is a powerful approach to improving language acquisition and learner engagement. The findings highlight the importance of combining traditional and digital storytelling to create inclusive and dynamic learning environments. Recommendations are provided for educators, policymakers, and institutions to optimize the use of storytelling in modern language education.
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