Ciencia y Educación
(L-ISSN: 2790-8402 E-ISSN: 2707-3378)
Vol. 7 No. 1
Enero del 2026
Página 6
NARRACIÓN DE CUENTOS PARA MEJORAR LA DESTREZA ORAL EN ESTUDIANTES
DE NIVEL A2
STORYTELLING TO IMPROVE SPEAKING SKILLS IN A2 LEVEL STUDENTS
Autores: ¹Maribel Martina Gualán Benítez, ² Marisela Jiménez Alvarez y ³Josué Reinaldo Bonilla
Tenesaca.
¹ORCID ID:
https://orcid.org/0009-0008-1481-8248
²ORCID ID: https://orcid.org/0000-0002-3067-7296
²ORCID ID: https://orcid.org/0000-0003-2878-0689
¹E-mail de contacto: mmgualanb@ube.edu.ec
²E-mail de contacto: mjimeneza@ube.edu.ec
³E-mail de contacto: jrbonillat@ube.edu.ec
Afiliación:
1*2*3*
Universidad Bolivariana del Ecuador, (Ecuador).
Artículo recibido: 15 de Diciembre del 2025
Artículo revisado: 17 de Diciembre del 2025
Artículo aprobado: 3 de Enero del 2025
¹Licenciatura en Pedagogía, mención en Enseñanza del Idioma Inglés egresado de la Universidad Central del Ecuador, (Ecuador).
Maestrante de la Maestría en Pedagogía, mención Enseñanza del Idioma Inglés de la Universidad Bolivariana del Ecuador, (Ecuador).
²Licenciatura en Educación, especialidad Lengua Inglesa, graduada en Cuba en el Instituto Superior Pedagógico Frank Pais García con
45 años de experiencias en la Educación Superior. PhD. en Ciencias Pedagógicas desde el 2001 y Profesora Titular desde el 2003, ambos
títulos obtenidos en Cuba.
³Licenciatura en Ciencias de la Educación, mención Inglés egresado de la Universidad Técnica Particular de Loja, (Ecuador). Ingeniería
comercial adquirida egresado de la Universidad Metropolitana, (Ecuador). Magíster en Tecnología e Innovación Educativa adquirida
egresado de la Universidad Casa Grande, (Ecuador). Magíster en Pedagogía de los Idiomas Nacionales y Extranjeros, mención en
Enseñanza de Inglés adquirida egresado de la Universidad Casa Grande, (Ecuador). PhD. en Ciencias Pedagógicas egresado de la
Universidad de Oriente, (Cuba).
Resumen
El objetivo del trabajo de investigación fue
determinar si el uso de la técnica de contar
cuentos puede ayudar a mejorar la destreza oral
en estudiantes de noveno año de educación
general básica, la hipótesis se basa en la idea de
que el uso la técnica de contar cuentos puede
mejorar su habilidad oral. La investigación se
desarrolló usando el enfoque investigativo
mixto, empleando instrumentos para la
recolección de datos cuantitativos como pre-test
and post-test y bajo el enfoque cualitativo se
realizó una entrevista a tres docentes de inglés
y estudiantes para receptar opiniones y
sugerencias. Los métodos teóricos de
investigación fueron análisis-síntesis,
inductiva-deductiva. Los resultados mostraron
que en la etapa inicial los estudiantes
presentaban dificultades para expresarse de
manera oral, hesitación, errores de
pronunciación y desmotivación se evidenció.
Los estudiantes practicaron por un tiempo
determinado una serie de actividades como:
narración de historias guiadas etc. Finalmente
crearon y presentaron su propia historia. Los
resultados revelaron una mejora notable en la
fluidez y el rango de vocabulario de los
estudiantes, junto con una mayor motivación y
disposición para hablar. Los estudiantes se
volvieron más seguros y comprometidos,
mostrando una mejor interacción durante las
tareas de conversación. En conclusión, la
integración de la narración como un enfoque
comunicativo que no solo fomenta el desarrollo
lingüístico, sino que también fomenta la
autonomía y la creatividad del alumno. Los
hallazgos destacan el valor de las actividades
basadas en la narrativa en las aulas con
estudiantes con nivel A2, lo que sugiere su
potencial para una aplicación más amplia en la
enseñanza de idiomas.
Palabras clave: Contar cuentos, Enseñanza,
Habilidad de hablar, Mejoramiento,
Estudiantes de nivel A2.
Abstract
The objective of the research was to determine
if storytelling can help to improve speaking
skills in A2 in 9
th
graders students. The
hypothesis is based on the idea that storytelling
can improve speaking skills. The research was
developed using the mixed research approach,
using instruments for collecting quantitative
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Enero del 2026
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data such as pre-test and post-test and under the
qualitative approach an interview was
conducted with three English teachers and
students to receive opinions and suggestions.
The theoretical research methods were analysis-
synthesis, inductive-deductive. The results
showed that in the initial stage the students
presented difficulties to express themselves
orally, hesitation, pronunciation errors and
demotivation were evidenced. Students
practiced for a certain time a series of activities
such as: guided storytelling etc. They finally
created and presented their own story. The
results revealed a marked improvement in
students’ fluency and vocabulary range, along
with increased motivation and willingness to
speak. Students became more confident and
engaged, showing better interaction during
conversation tasks. In conclusion, the
integration of storytelling as a communicative
approach that not only encourages linguistic
development, but also encourages student
autonomy and creativity. The findings highlight
the value of narrative-based activities in
classrooms with students at level A2,
suggesting their potential for wider application
in language teaching.
Keywords: Storytelling, Teaching,
Speaking, Improvement, A2 students.
Sumário
O objetivo deste trabalho de pesquisa foi
determinar se o uso da técnica de contar
histórias pode ajudar a melhorar a habilidade
oral de estudantes do nono ano do ensino
fundamental. A hipótese baseia-se na ideia de
que o uso dessa técnica pode aprimorar a
competência oral dos alunos. A pesquisa foi
desenvolvida utilizando uma abordagem mista,
com instrumentos para a coleta de dados
quantitativos, como o pré-teste e o pós-teste; e,
sob o enfoque qualitativo, foi realizada uma
entrevista com três professores de inglês e
estudantes para recolher opiniões e sugestões.
Os métodos teóricos de pesquisa empregados
foram análise-síntese e o método indutivo-
dedutivo. Os resultados mostraram que, na fase
inicial, os estudantes apresentavam dificuldades
em se expressar oralmente, hesitação, erros de
pronúncia e falta de motivação. Durante um
período determinado, os alunos praticaram uma
série de atividades, como a narração de histórias
guiadas, entre outras. Finalmente, criaram e
apresentaram sua própria história. Os resultados
revelaram uma melhora notável na fluência e no
repertório de vocabulário dos estudantes,
juntamente com maior motivação e disposição
para falar. Os alunos tornaram-se mais
confiantes e engajados, demonstrando melhor
interação durante as atividades de conversação.
Em conclusão, a integração da narração como
uma abordagem comunicativa não apenas
promove o desenvolvimento linguístico, mas
também estimula a autonomia e a criatividade
do aluno. Os resultados destacam o valor das
atividades baseadas em narrativas em salas de
aula com estudantes de nível A2, sugerindo seu
potencial para uma aplicação mais ampla no
ensino de línguas.
Palavras-chave: Contação de histórias,
Ensino, Expressão oral, Aprimoramento,
Alunos A2.
Introduction
English has become essential for
communication, education, and professional
opportunities in the globalized world of the 21st
century. Consequently, teaching English is
crucial in the educational context, and educators
find significant challenges when it comes to
effectively teaching the language, particularly
in developing speaking skills. Syafii, M et al
(2021), argues that mastering the art of speaking
is the only essential component of learning a
second or foreign language. For learners at the
A2 level of the Common European Framework
of Reference for Languages (CEFR),
developing basic speaking skills is a
foundational step in their language learning
journey, however students present significant
challenges when it comes to produce oral
utterances. Traditional language instruction
often emphasizes on grammar rules
memorization and repetitive practice, which can
sometimes lead to disengagement. While many
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learners successfully acquire grammatical
structures, their speaking skills often remain
underdeveloped due to that most of the books
just emphasis on developing grammatical skills.
Most of the books are designed to practice
grammar and therefore less importance is given
to the speaking skill. This discrepancy
highlights a critical issue in language education,
as the ability to communicate orally is essential
for meaningful interaction in various
professional and social settings. A2 English
Language proficiency level students according
to the Common European-Framework of
Reference for languages should be able to tell a
story or describe something in a simple list of
points, give short, basic descriptions of events
and activities and describe plans and
arrangements, habits and routines, past
activities and personal experiences.
Nevertheless, it is evident in the daily
observation of teaching practice in 9th grade
classroom that many students have limitations
when trying to communicate and describe
personal experiences or details about
themselves. This difficulty has a negative
impact on the learning process due to students
are unable to convey their thoughts and ideas in
English.
Pronunciation is one of the most significant
skills to develop in language learning, but it is
also a difficult skill to learn and teach (Albiladi,
2020). Many students feel shy or nervous when
they try to say new words, and teachers often
struggle to find the best methods to help them.
In most Ecuadorian classrooms professors
avoid to plan speaking activities in real context
due to several factors. As noted by Alvarez et
al. (2024) some of the factors that hinder
student´s speaking ability is the large class size,
noise and crowding environments, avoiding
students to engage and practice meaningful
activities. Speaking skill, among the four
English language skills, is the hardest to acquire
(Hinkel, 2006, p.114 as cited in Omar 2023).
Thus, educators must explore and investigate
effective strategies and techniques to address
this issue, ensuring that they provide engaging
and meaningful lessons that motivate all
learners to express their thoughts and feelings in
English. In this context, storytelling offers an
innovative and engaging approach to language
learning. By incorporating storytelling into
language instruction, educators could create a
dynamic and immersive learning environment
that promotes active participation and
creativity. Storytelling not only captivates
students' interest but also provides a meaningful
context for language use, enabling learners to
practice speaking in a natural and enjoyable
manner. Some research works as the one led by
Lucarevschi (2016), mentioned that storytelling
is an effective strategy as it is said to work on
language skills in a fun, engaging and
contextualized manner, consequently raising
learners’ interest in listening to stories, as well
as in speaking, writing and reading about them.
According to Serrat (2008) storytelling describe
ideas or opinions, individual experiences, and
life lessons through stories or narratives that
arouse strong feelings and insights. It has been
a pivotal tool in human communication, since
ancient times. People have used stories as a
powerful tool to transmit knowledge, culture,
and values across generations. In the context of
English language teaching, storytelling has
emerged as an effective pedagogical strategy,
particularly in developing speaking skills. It
provides learners with an authentic, meaningful,
and emotionally engaging context for using the
target language. Heba et al. (2023) argued that
storytelling activities offer learners numerous
opportunities and provide an active experience
in real-life scenarios. They are quite successful
in encouraging participation and interaction
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among shy students and those who do not
perform well. Not only is it an effective
technique to motivate students to speak, but it
also helps keep the other students fully engaged.
Ajibade and Ndububa (2008) explained that due
to the unique elements of a story its specific
context, meaningful details, and vivid
descriptions of human experiences it provokes
a deeper reaction in listeners compared to
giving simple facts.
This idea shows how a story
naturally keeps listeners engaged. When a teller
shares specific details and vivid moments, the
audience is more likely to stay focused on the
message because the story feels real and
meaningful. Instead of simply receiving
information, listeners follow the events,
imagine the scenes, and connect emotionally
with what is being said. In this way, storytelling
becomes a powerful tool for maintaining
attention and creating a deeper learning
experience.
Storytelling allows learners to listen to and
reproduce linguistic structures in a purposeful
way. It promotes not only vocabulary
acquisition but also fluency, pronunciation, and
coherence. Retelling or dramatizing stories
allows students to produce language in a
meaningful way, frequently without being
overly focused on grammatical correctness,
which promotes the development of fluency.
Isbell at al. (2004) stated that in storytelling
words are not simply memorized; instead, they
are produced again through a spontaneous and
dynamic performance, supported by the
audience’s participation and interaction. This
perspective shows that storytelling is an active
and creative practice rather than a simple act of
memorizing words. When learners tell or retell
a story, they reconstruct the language in a
spontaneous and meaningful way, adapting
their expressions according to the audience’s
reactions. This interaction encourages learners
to use vocabulary more naturally and
confidently, turning storytelling into a dynamic
learning environment where participation and
communication give real purpose to the words.
Telling stories emcompases not only stories
from a book but also oral stories created by the
imagination and based on real experinces.
Therefore, by applying storytelling into
classrooms students can express themselves
enhancing not only oral production but also
creativity. Harmer (2001) mentioned that
speaking refers to the ability to process
information and language on the spot. Richards
(2006) claimed that fluency refers to the natural
use of language that happens when a speaker
takes part in real communication and keeps the
conversation going in a clear and
understandable way, even if their language
skills are not perfect.
According to Cameron (2001), narratives are
especially effective with young learners
because they reflect on how children naturally
understand and organize the world. Moreover,
narratives align with the cognitive and
emotional development of young learners by
creating a natural context in which language is
experienced, practiced, and internalized. Wright
(1995), argues that using stories helps students
take a more active role in the learning process,
as it encourages interaction and creative use of
language. He also explains that this approach
offers a meaningful and emotionally engaging
environment where learners can develop and
practice their speaking skills. Storytelling is
supported by theories like Vygotsky´s Zone of
Proximal Development (ZPD) (1978), which
reminds us that students learn best when they
interact with others and receive guidance, and
narrative activities give them exactly that kind
of supported space to practice speaking.
Krashen’s Input Hypothesis (1985) also
highlights its value, since these meaningful
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stories offer understandable language in a
relaxed atmosphere, helping students acquire
new structures more naturally and confidently.
In the context of English as a Foreign Language
(EFL), Isbell et al. (2004) found that children
who engaged in storytelling activities
demonstrated greater oral complexity than those
who participated in passive story listening.
Furthermore, communicate competence is also
developed through storytelling since it
encourages learners to express and participated
in spontaneous and creative interaction. This
aligns with the goals of oral language
instruction, particularly in improving fluency
and coherence.
Ellis and Brewster (2014) argue that storytelling
lowers learners’ affective filter, creating a low-
anxiety classroom fostering a spontaneous
speaking. Several empirical studies support the
use of storytelling to improve speaking
proficiency. Isbell et al. (2004) conducted a
study comparing children who engaged in
storytelling with those who listened to stories
read aloud. Their findings revealed that children
exposed to storytelling demonstrated higher
levels of oral language complexity and story
comprehension. This is likely due to the
interactive nature of storytelling, which
encourages learners to construct meaning and
express it orally. According to Zaro and
Salaberri (1995), storytelling activities help
learners acquire new vocabulary and improve
their pronunciation and intonation. The
structure of stories often with repetitive phrases
and predictable patterns helps reinforce
language features and supports learner
retention. Storytelling also provides rich
exposure to vocabulary and syntax in context.
In EFL classrooms, storytelling can take many
forms: teacher led narration, student retelling,
dramatization, and picture-based storytelling.
These variations allow students to engage with
language at different levels of difficulty and
creativity. As Ellis and Brewster (2014)
emphasized, the integration of visual aids,
gestures, and role-play in storytelling activities
enhances comprehension and supports learners
in expressing themselves verbally. When
learners actively engage in storytelling through
character dialogue, sequencing events, or
summarizing they develop key speaking sub-
skills such as fluency, pronunciation, and
discourse organization.
Materials and Methods
The theoretical method of analysis-synthesis is
used. This method involves breaking down the
concept storytelling into its fundamental
components (analysis) and then integrating
these components to form a comprehensive
understanding (synthesis). By doing so, the
research will identify key elements of
storytelling that contribute to the improvement
of speaking skills, providing a holistic
perspective on its effectiveness as a pedagogical
tool. The method to examine the theory of how
storytelling works and eventually improve
speaking skills in this work is the inductive-
deductive method. Starting with specific
observations and activities of storytelling in
practice. It includes using inductive reasoning
to find patterns and create general rules based
on them. Then, deductive reasoning is used to
check and explain these rules by applying them
to wider situations. The research will both be
inductive and deductive so as to have a holistic
understanding of the effect of storytelling on
speaking skills, hence making the findings
based on empirical evidence and theoretical
analysis. Regarding the population, the study
was conducted with A2-level students aged 12–
13 in a public institution in Zamora Ch-
Ecuador. The participants were selected based
on their proficiency level, which aligns with the
Common European Framework of Reference
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for Languages (CEFR) A2 descriptors. A total
of 10 students participated in the study.
Table 1. Summary of the sample
Participants
Sample
Percentage
Males
4
40%
Females
6
60%
Total
10
100%
Source: Elaborated by the author.
The scope of the study is underlined by
speaking skills, including: fluency,
pronunciation, accuracy and coherence. The
study was conducted over a period of 4 weeks
through sessions of 40 min, during which
storytelling activities were carried out. During
the intervention students participated in
storytelling activities designed to enhance their
speaking skills in a meaningful and engaging
way. In the first activity, students were given a
picture of somewhere and the examiner wrote
questions on the board. Afterwards learners
worked in pairs to plan, practice, and finally
present their stories to the group, the objective
of this activity was to encourage their
imagination to develop original narratives based
on familiar topics. In the second part, the
examiner read a short simple story aloud and
then students retold the story in their own
words. In the third activity, learners created a
lifetime with important events in their lives,
they also used pictures to describe each event.
This stage helped them gain confidence and
accuracy in pronunciation and structure.
Throughout the process, students demonstrated
noticeable progress in fluency, pronunciation,
and vocabulary use. Moreover, they showed
greater enthusiasm and participation,
confirming the positive impact of storytelling as
a communicative approach to improving oral
expression among A2 English learners.
To collect data and measure the effectiveness of
storytelling, the following instruments were
employed; a survey addressed to students to
gauge information about the importance to add
new methodologies into classroom. An
interview, addressed to English teachers to
collect opinion and suggestions. A pre-test to
assess prior knowledge and a post-test to assess
improvements in speaking skill. Speaking Skills
Rubric was used to evaluate performance across
key criteria using a Likert scale from 1 to 4, as
well as the Attitude Test to gauge students'
interest and motivation toward storytelling. The
study is limited to A2-level students within one
specific public school in Ecuador and focuses
solely on speaking skills. Other language skills
(reading, writing, listening) were not part of this
research. The findings may not be generalizable
to higher proficiency levels or other educational
settings.
Tabla 2. Description of the prestest and post
test
Excellent
(4)
Good (3)
Needs
improvem
ent (2)
Poor (1)
Fluency
Speaks
smoothly
with
minimal
hesitation;
maintains a
natural
flow.
Speaks with
some
hesitation
but
maintains
understanda
ble flow.
Hesitates
frequently;
speech is
slow but
understandab
le.
Hesitations
and pauses
make it
hard to
understand.
Pronunciati
on
Pronunciati
on is clear
and
accurate;
minimal
errors.
Pronunciati
on is mostly
clear with a
few minor
errors.
Pronunciatio
n has
noticeable
errors that
affect
understandin
g.
Pronunciati
on errors
make it
difficult to
understand.
Vocabulary
Uses a
variety of
appropriate
and
relevant
vocabulary
.
Uses
adequate
vocabulary
with some
repetition.
Limited
vocabulary;
some words
are misused.
Very
limited
vocabulary
; frequent
misuse of
words.
Grammar
Uses
correct
grammar
consistentl
y with
minimal
errors.
Makes
occasional
grammatical
errors that
do not
affect
meaning.
Frequent
grammatical
errors that
affect clarity.
Constant
grammatic
al errors
make
speech
unclear.
Coherence
and
engagemen
t
Ideas are
well-
organized
and
captures
and
maintains
audience
attention
Ideas are
mostly
organized
with minor
issues in
sequencing.
Ideas are
somewhat
disorganized;
difficult to
follow and
attempts to
engage the
audience but
with limited
success
.
Ideas are
unclear and
poorly
organized.
Fails to
engage or
connect
with the
audience.
Source: Elaborated by the author.
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Results and Discusión
At the beginning of the research process, it was
considered essential to conduct a student needs
analysis survey in order to understand what
learners expect from their English learning
experience. This step was necessary to obtain
clear and reliable information that could guide
the design of the proposed activities. The results
of the needs analysis survey showed that most
students consider speaking to be the most
challenging skill, mainly because they often feel
nervous when expressing themselves in
English. On the other hand, many of them
reported that they frequently mispronounce
words, which increases their anxiety and
reduces their confidence when participating in
class. However, the survey also revealed that
students are highly motivated to improve their
performance if they can learn through creative
and enjoyable activities that make the learning
process more engaging. Additionally, they
believe that using English in real and
meaningful contexts would help them develop
greater fluency and feel more comfortable when
speaking. These findings highlight the
importance of incorporating dynamic,
authentic, and student-centered strategies in the
classroom to meet learners’ needs more
effectively.
The following results were obtained from the
pre-test and post-test. At the beginning, during
the pre-test, most students showed difficulties
when speaking, averages stayed close to 1,4-
2,0, which showed the most students were at a
basic level. Their answers were usually short,
and many of them paused too often. In terms of
fluency, students hesitated and repeated words
because they were unsure of what to say next.
Pronunciation mistakes were frequent,
especially with unfamiliar words, which
sometimes made their ideas difficult to
understand. When it came to grammar, students
tended to use very simple structures and made
common errors with verb tenses. Their
vocabulary was also limited, and many students
used the same basic words again and again.
Finally, their engagement was low; most
students were shy and only spoke when asked
directly. After the storytelling activities and
practice during the weeks of intervention, the
post-test showed clear progress. The average
increased to about 2,8-3,4, which reflects that
students were more confident and spoke with
fewer pauses, which improved their fluency.
Their pronunciation was not perfect but much
clearer, and they corrected themselves more
often. In grammar, many students started to use
longer sentences with better accuracy. Their
vocabulary expanded, as they began to include
new words from the stories in their answers. In
terms of engagement, the change was the most
visible; students participated more willingly,
added personal ideas to their stories, and even
tried to make their storytelling expressive and
fun.
Tabla 3. Results of the pre-test and post test
Dimensions and
indicators
Pre test
average
Post test
average
Improvement
(1-4)
(1-4)
Fluency
1.8
3,2
1,4
Pronunciation
1,4
2,5
1,1
Vocabulary
1,7
2,8
1,1
Grammar
1,8
3,1
1,3
Coherence and
engagement
2
3,4
1,4
Source: Elaborated by the author.
In general, the results show that storytelling
helped students not only to improve their
speaking skills but also to feel more motivated
and confident when using English. Results from
the interview to English teachers provided
valuable insights into their perception of
storytelling as a strategy to improve speaking
skills in the English classroom. For the first
question, what is your understanding of
storytelling as a teaching strategy in the English
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classroom? All the three teachers agreed that
storytelling is a pivotal strategy to engage
learners with meaningful and contextualized
language. Two teachers emphasized that
storytelling helps to create a natural
environment where students can connect new
vocabulary with real situations. One teacher
highlights that storytelling supports not only
language learning but also creativity and
cultural awareness. Regarding the second
questions, have you ever used storytelling in
your lessons? If yes, what strategies or activities
did you use? The three teachers reported that
they had not used storytelling directly in their
classes, however had applied similar techniques
such as reading a short text and asking students
to summarize them orally.
For the third question, what challenges or
limitations do you predict when implementing
storytelling to improve speaking skills in your
classroom? The three teachers mentioned
several common concerns. The most frequent
challenge identified was the limited time
available in the curriculum to carry out
storytelling activities in depth. Another
challenge was the large number of students in
each class, which makes it difficult to give all
learners enough opportunities to speak. One
teacher also noted that some students are shy or
lack of confidence so they hesitate to tell stories
in front of others. In addition, two teachers
mentioned that not all textbooks or teaching
materials provide enough support for
storytelling, so teachers need to adapt or create
their own resources. Overall, the interviews
indicate that the teachers recognize the potential
of storytelling to improve speaking skills, they
see it as a motivating and creative strategy that
allows students to use language in meaningful
ways. At the same time, they acknowledge
practical limitations, such us time, class size,
and students’ confidence, which need to be
considered when planning storytelling
activities. The following results were obtained
from the attitude test on storytelling applied on
students. The survey consisted of 10 statements
and a scale of agreement, which are from
strongly disagree (SD), Disagree (D), Neutral
(N), Agree (A), Strongly Agree (SA). The
survey results indicate that students generally
hold a positive attitude toward storytelling in
English learning. The strongest agreement was
found in enjoyment of class 70% agreement,
willingness to continue using storytelling (70%)
and confidence when speaking Englis.
However, perceptions were more divided
regarding grammar and pronunciation, where
around half of students responded Neutral,
Disagree, or Strongly Disagree. Overall, the
results suggest that storytelling is valued mainly
for its role in engagement, motivation, and
fluency, though students are less convinced of
its impact on accuracy-related areas such as
grammar and pronunciation.
Tabla 3. Results of survey applied to students
N°
Statements
SD
D
N
A
SA
1
Storytelling helps me learn new
vocabulary.
10
20
20
30
20
2
It helps me feel more confident when
speaking
0
20
10
20
50
3
I improve my pronunciation and
fluency.
10
20
30
30
10
4
Storytelling activities are fun and
engagement for me.
0
10
20
30
40
5
Storytelling makes English class more
enjoyable.
0
10
20
40
30
6
I find storytelling useful for practicing
grammar.
20
30
30
20
0
7
I feel comfortable speaking English
10
20
30
30
10
8
I feel more motivated to participate
when storytelling is used.
0
10
30
40
20
9
Storytelling activities make me
interact more with my classmates
10
20
20
30
20
10
I would like to continue using
storytelling in future English classes.
0
10
20
30
40
Source: Elaborated by the author.
The findings of this study show that the use of
storytelling had a positive impact on speaking
skills of A2 English learners. After the
intervention, students showed progress in three
main areas: fluency, vocabulary use, and
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confidence when speaking. At the beginning,
many learners used very short sentences and
repeated the same words frequently. By the end,
they were able to produce longer sentences and
use a wider range of vocabulary taken from the
stories. This suggests that storytelling provided
them with meaningful input that they could later
transform into their own oral production. The
improvement in fluency was evident during the
post-test tasks. Most students spoke with fewer
pauses and were able to maintain the flow of
their speech. Cameron (2001) argues that young
learners develop fluency when they are engaged
in meaningful contexts and the results of this
research work confirm this claim, which
demonstrates that repetition in meaningful
contexts helps memory and recall. The results
highlight the social value of storytelling.
Students collaborated, listened to each other
stories, and gave feedback. This created a
supportive environment that encouraged even
shy learners to participate. Despite these
positive results, some limitations should be
considered. The sample of participants was
small, which makes it difficult to generalized
the findings to generalize the findings. In
addition, the intervention period was short, so it
is not clear how the long-term effects of
storytelling may be. Another limitation is that
the study focused only on speaking skills,
without analyzing in detail how storytelling
could also influence listening, reading, or
writing.
Future research could expand the sample size
and include learners from different contexts to
confirm these results. Longer interventions are
also recommended to observe whether the
improvements in fluency and vocabulary are
maintained over time. It would also be useful to
compare storytelling with other communicative
strategies to see which one offers greater
benefits. Another important result is that
learners felt more motivated to speak when they
used stories. Instead of repeating isolated
phrases, they practiced language in a creative
way by retelling or adapting stories. The
activity of retelling also reduced anxiety,
because learners were not only focused on
grammar rules but also on sharing a message.
This has similarity with Krashen´s (1982) view
that lowering the affective filter encourages
better language acquisition. Finally, teachers
could explore the use of digital Storytelling
which combines traditional narrative with
technology and could be more attractive for
today´s learners. In fact, the study shows that
storytelling is an effective strategy to improve
speaking skills in A2 learners. It promotes
fluency, enriches vocabulary, and increase
motivation. More importantly, it provides
learners with a safe and creative space to use the
language for real communication.
Ma’al and Alshbeekat (2024) claimed that
working together with curriculum designers can
help include these approaches in the
curriculums, while also making sure that
enough resources are provided to create the
necessary teaching materials. This emphasizes
how essential collaboration is for making
storytelling a meaningful part of the official
curriculum. When teachers and curriculum
designers work together, they can ensure that
this approach is not treated as an extra activity,
but as a structured and purposeful method that
supports students’ language development. It
also shows that integrating storytelling
effectively requires more than motivation; it
demands proper resources, time, and well-
designed materials. As To’xtasinova (2025)
pointed up that using storytelling successfully
in the classroom, teachers need to plan
carefully, provide the right support, and create
an atmosphere where students feel comfortable
trying out the language. By guaranteeing these
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supports, schools can create richer learning
experiences where storytelling becomes a
consistent and valuable tool for improving
students’ communication skills.
Conclusion
Storytelling has proven to be an effective and
engaging strategy to enhance students’ speaking
skills. By integrating stories into language
learning, teachers can create meaningful
contexts that motivate learners to express their
ideas with greater confidence and creativity.
This method not only helps students practice
vocabulary, grammar, and pronunciation but
also encourages fluency and interaction in a
natural and enjoyable way. Moreover,
storytelling promotes communication,
collaboration, and cultural awareness by
allowing students to connect language with
real-life experiences and emotions. Through
stories, learners develop critical thinking,
empathy, and the ability to express themselves
more clearly. In this sense, storytelling is not
only a linguistic tool but also a pedagogical
approach that supports holistic language
learning. Therefore, teachers should consider
incorporating storytelling as a key technique to
help students become more active, confident,
and competent speakers of English.
Acknowledgement
I would like to express my sincere gratitude to
my research tutor, whose guidance and clear
advice helped me stay focused and move
forward with confidence. Their dedication,
feedback, and willingness to help were essential
for improving the quality of this work and for
my growth as a student.
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4.0 Internacional. Copyright © Maribel Martina
Gualán Benítez, Marisela Jiménez Alvarez y Josué
Reinaldo Bonilla Tenesaca.
