The Role of Storytelling in Enhancing Language Skills and Learner Engagement In EFL Classrooms

Ramón Rubén Ruiz

Bakalářská práce

Anotace:

Grammar acquisition in English as a Foreign Language (EFL) is often challenging, particularly when taught through rote memorization and isolated exercises. Storytelling offers an alternative by embedding grammar within meaningful contexts, fostering engagement and linguistic development. This thesis explores how storytelling facilitates grammar acquisition while simultaneously enhancing listening, speaking, reading, and writing skills. The study is structured into three sections: theoretical, empirical, and conclusion. The theoretical section examines literature on storytelling in language learning, second-language acquisition theories, and the cognitive and affective advantages of narrative-based instruction. The empirical section evaluates expert insights and student feedback to assess storytelling’s effectiveness in an EFL classroom. The concluding section synthesizes key findings and discusses their pedagogical implications. Findings suggest that storytelling enhances grammar learning by making it more interactive and meaningful, increasing motivation, engagement, and retention. This study highlights storytelling as a valuable tool for EFL instruction, providing insights for educators seeking to optimize grammar teaching through narrative-based methodologies.

Abstract:

Grammar acquisition in English as a Foreign Language (EFL) is often challenging, particularly when taught through rote memorization and isolated exercises. Storytelling offers an alternative by embedding grammar within meaningful contexts, fostering engagement and linguistic development. This thesis explores how storytelling facilitates grammar acquisition while simultaneously enhancing listening, speaking, reading, and writing skills. The study is structured into three sections: theoretical, empirical, and conclusion. The theoretical section examines literature on storytelling in language learning, second-language acquisition theories, and the cognitive and affective advantages of narrative-based instruction. The empirical section evaluates expert insights and student feedback to assess storytelling’s effectiveness in an EFL classroom. The concluding section synthesizes key findings and discusses their pedagogical implications. Findings suggest that storytelling enhances grammar learning by making it more interactive and meaningful, increasing motivation, engagement, and retention. This study highlights storytelling as a valuable tool for EFL instruction, providing insights for educators seeking to optimize grammar teaching through narrative-based methodologies.

Keywords

Storytelling, Grammar acquisition, English as a Foreign Language (EFL), Narrative-based instruction, Second language acquisition, Language skills development, Learner engagement, Motivation, Pedagogical implications, Meaningful context

Jazyk práce: angličtina

Datum vytvoření / odevzdání či podání práce: 22. 4. 2025

Obhajoba závěrečné práce

• Obhajoba proběhla 3. 2. 2026
• Vedoucí: doc. Mgr. Světlana Hanušová, Ph.D.
• Oponent: Mgr. Pavla Buchtová

Masarykova univerzita

Pedagogická fakulta

Bakalářský studijní program / obor:
English Language for Education / English Language for Education