Vol. 12/ Núm. 2 2025 pág. 3298
https://doi.org/10.69639/arandu.v12i2.1153
The effect of storytelling on improving pronunciation
standards in A1 level students
El efecto de la narración de cuentos en la mejora de los estándares de pronunciación
en estudiantes de nivel A1
Nube Beatriz González Gómez
nubegogom@gmail.com
https://orcid.org/0009-0009-6701-7409
Universidad Bolivariana del Ecuador
Durán – Ecuador
Johnny Segundo Campoverde López
jscampoverdel@ube.edu.ec
https://orcid.org/0000-0003-0108-4755
Universidad Bolivariana del Ecuador
Durán -Ecuador
Josué Reinaldo Bonilla Tenesaca
jrbonillat@ube.edu.ec
https://orcid.org/0000-0002-6748-2345
Universidad Bolivariana del Ecuador
Durán -Ecuador
Artículo recibido: 10 mayo 2025 - Aceptado para publicación: 20 junio 2025
Conflictos de intereses: Ninguno que declarar
ABSTRACT
Clear communication in English depends on accurate standard pronunciation; incorrect
articulation of sounds can lead to misinterpretation, especially in the case of grammatical
morphemes such as the third-person singular verb endings -s and -es in the simple present tense.
This study investigated the effectiveness of storytelling in teaching English as a foreign language
(EFL) to learners at level A1 to determine whether improvements in the pronunciation of these
morphemes occurred. The main objective is to examine how storytelling can be implemented to
improve the pronunciation of A1 students. Twelve students from a public school in Azogues,
Ecuador, aged twelve to fourteen, participated in this research. The investigation employed
various tools, such as a pronunciation pretest and posttest, an observation checklist, and an online
survey to gather both qualitative and quantitative data. Students engaged in storytelling activities,
emphasizing verbs with the endings -s and -es incorporated into regular classes. Students who
exhibited greater pronunciation accuracy and motivation contributed to revealing significant
improvements in the precise production of target sounds. Future research should explore how
storytelling influences pronunciation retention over extended periods and its relationship to other
phonological elements.
Keywords: storytelling, mispronunciation, standard level
Vol. 12/ Núm. 2 2025 pág. 3299
RESUMEN
La comunicación clara en inglés depende de una pronunciación estándar precisa; la articulación
incorrecta de los sonidos puede dar lugar a interpretaciones erróneas, especialmente en el caso de
morfemas gramaticales como las terminaciones verbales de tercera persona del singular -s y -es
en presente simple. Este estudio investigó la eficacia de la narración en la enseñanza del Inglés
como lengua extranjera (EFL) a estudiantes de nivel A1 para determinar si se produjeron mejoras
en la pronunciación de estos morfemas. El objetivo principal fue examinar cómo se podría
implementar la narración para mejorar la pronunciación de estudiantes de nivel A1. Doce
estudiantes de un colegio público en Azogues, Ecuador, con edades comprendidas entre los doce
y los catorce años, participaron en esta investigación. La indagación empleó diversas
herramientas, como un pretest y un postest de pronunciación, una lista de verificación de
observación y una encuesta en línea, para recopilar datos tanto cualitativos como cuantitativos.
Los estudiantes participaron en actividades de narración, haciendo hincapié en los verbos con las
terminaciones -s y -es incorporados en las clases regulares. Los estudiantes que mostraron mayor
precisión en la pronunciación y motivación contribuyeron a revelar mejoras significativas en la
producción precisa de los sonidos objetivo. Las investigaciones futuras deberían explorar cómo
la narración influye en la retención de la pronunciación durante periodos prolongados y su
relación con otros elementos fonológicos.
Palabras clave: narración de cuentos, pronunciación incorrecta, nivel estándar
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
RESUMEN
La comunicación clara en inglés depende de una pronunciación estándar precisa; la articulación
incorrecta de los sonidos puede dar lugar a interpretaciones erróneas, especialmente en el caso de
morfemas gramaticales como las terminaciones verbales de tercera persona del singular -s y -es
en presente simple. Este estudio investigó la eficacia de la narración en la enseñanza del Inglés
como lengua extranjera (EFL) a estudiantes de nivel A1 para determinar si se produjeron mejoras
en la pronunciación de estos morfemas. El objetivo principal fue examinar cómo se podría
implementar la narración para mejorar la pronunciación de estudiantes de nivel A1. Doce
estudiantes de un colegio público en Azogues, Ecuador, con edades comprendidas entre los doce
y los catorce años, participaron en esta investigación. La indagación empleó diversas
herramientas, como un pretest y un postest de pronunciación, una lista de verificación de
observación y una encuesta en línea, para recopilar datos tanto cualitativos como cuantitativos.
Los estudiantes participaron en actividades de narración, haciendo hincapié en los verbos con las
terminaciones -s y -es incorporados en las clases regulares. Los estudiantes que mostraron mayor
precisión en la pronunciación y motivación contribuyeron a revelar mejoras significativas en la
producción precisa de los sonidos objetivo. Las investigaciones futuras deberían explorar cómo
la narración influye en la retención de la pronunciación durante periodos prolongados y su
relación con otros elementos fonológicos.
Palabras clave: narración de cuentos, pronunciación incorrecta, nivel estándar
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 2 2025 pág. 3300
INTRODUCTION
Despite being one of the most overlooked aspects of teaching English as a foreign language
(EFL), pronunciation has long been acknowledged as being crucial (Gilakjani and Ahmadi, 2011).
Correctly pronouncing third-person singular morphemes (-s/-es/ies) in the present simple tense is
one of the many pronunciation issues that A1-level students frequently encounter. Depending on
the phonetic context, these morphemes can be pronounced as /s/, /z/, or /ɪz/ (Roach, 2009). For
example, students should be able to differentiate between the pronunciations of "it watches"
/ˈwɒtʃɪz/, "she plays" /pleɪz/, and "he talks" /tɔːks/. However, learners who speak native languages
like Spanish frequently mispronounce or omit such segmental features because they do not
phonetically mark verb conjugation (Gilakjani and Sabouri, 2016).
According to Derwing and Munro (2015), mispronouncing these morphemes can cause
misunderstandings and have a detrimental impact on how proficient a speaker is perceived
to be in the language. However, suprasegmental characteristics like intonation and rhythm are
usually given precedence over segmental clarity when teaching pronunciation in EFL classes.
This disparity suggests that students require focused, intriguing teaching methods that enable
them to internalize these particular sound patterns in relevant contexts.
In this sense, storytelling shows promise as a teaching tool. Students can hear, mimic, and
practice pronunciation in a natural and inspiring way by being exposed to verb forms in context.
Read-alouds, dramatizations, and narrative retellings are examples of story-based activities that
help students express specific morphemes more confidently and clearly while improving their
fluency and oral engagement (Wright, 2003; Wray & Medwell, 2021).
This study examines how A1-level students' pronunciation of the third-person singular -s/-
es morphemes can be enhanced through storytelling. It attempts to close the gap between
pronunciation theory and classroom practice and is based on the ideas of communicative language
teaching (CLT).
Twelve A1-level EFL students in the eighth year, which is considered the first level in
Superior Basic of the Ministry of Education of Ecuador, from Luis Rogelio González School, a
public secondary school in Azogues, Ecuador. These pupils have little exposure to English outside
of the classroom, are from rural areas, and frequently hesitate to speak. There are few
opportunities for pronunciation or communicative practice, and most of their English instruction
is focused on grammar and vocabulary (Richards, 2006). They are at the A1 level in the CEFR,
which requires students to comprehend well-known expressions and construct simple phrases
(Kelly, 2000).
The primary research examined how storytelling can be implemented to improve the
pronunciation of A1 students. Three specific objectives were set to achieve the general one: (a)
To measure how storytelling affects students’ pronunciation component at A1 level standards in
INTRODUCTION
Despite being one of the most overlooked aspects of teaching English as a foreign language
(EFL), pronunciation has long been acknowledged as being crucial (Gilakjani and Ahmadi, 2011).
Correctly pronouncing third-person singular morphemes (-s/-es/ies) in the present simple tense is
one of the many pronunciation issues that A1-level students frequently encounter. Depending on
the phonetic context, these morphemes can be pronounced as /s/, /z/, or /ɪz/ (Roach, 2009). For
example, students should be able to differentiate between the pronunciations of "it watches"
/ˈwɒtʃɪz/, "she plays" /pleɪz/, and "he talks" /tɔːks/. However, learners who speak native languages
like Spanish frequently mispronounce or omit such segmental features because they do not
phonetically mark verb conjugation (Gilakjani and Sabouri, 2016).
According to Derwing and Munro (2015), mispronouncing these morphemes can cause
misunderstandings and have a detrimental impact on how proficient a speaker is perceived
to be in the language. However, suprasegmental characteristics like intonation and rhythm are
usually given precedence over segmental clarity when teaching pronunciation in EFL classes.
This disparity suggests that students require focused, intriguing teaching methods that enable
them to internalize these particular sound patterns in relevant contexts.
In this sense, storytelling shows promise as a teaching tool. Students can hear, mimic, and
practice pronunciation in a natural and inspiring way by being exposed to verb forms in context.
Read-alouds, dramatizations, and narrative retellings are examples of story-based activities that
help students express specific morphemes more confidently and clearly while improving their
fluency and oral engagement (Wright, 2003; Wray & Medwell, 2021).
This study examines how A1-level students' pronunciation of the third-person singular -s/-
es morphemes can be enhanced through storytelling. It attempts to close the gap between
pronunciation theory and classroom practice and is based on the ideas of communicative language
teaching (CLT).
Twelve A1-level EFL students in the eighth year, which is considered the first level in
Superior Basic of the Ministry of Education of Ecuador, from Luis Rogelio González School, a
public secondary school in Azogues, Ecuador. These pupils have little exposure to English outside
of the classroom, are from rural areas, and frequently hesitate to speak. There are few
opportunities for pronunciation or communicative practice, and most of their English instruction
is focused on grammar and vocabulary (Richards, 2006). They are at the A1 level in the CEFR,
which requires students to comprehend well-known expressions and construct simple phrases
(Kelly, 2000).
The primary research examined how storytelling can be implemented to improve the
pronunciation of A1 students. Three specific objectives were set to achieve the general one: (a)
To measure how storytelling affects students’ pronunciation component at A1 level standards in
Vol. 12/ Núm. 2 2025 pág. 3301
spoken language. The instruments used were a pretest and a posttest pronunciation test scored
using an analytical pronunciation rubric focused on segmental accuracy (clarity of consonant
vowel sounds, articulation of minimal pairs, etc.). (b) To identify the advantages of implementing
storytelling for the development of pronunciation at A1 level standards. The instrument used was
a checklist to collect qualitative evidence of student improvement related to pronunciation
development and confidence. c) To explore students’ perceptions and experiences regarding the
use of storytelling to improve their English pronunciation. The instrument was an online survey
(10 positive statements) conducted after the intervention to gather qualitative insights into
students’ attitudes, motivation, and perceived progress.
The study has two well-stipulated categories. The first one is the independent variable,
which is the use of storytelling activities aimed at engaging students in the use of spoken
narratives, read-alouds, and dramatized story performances designed to provide repeated and
contextualized exposure to target sounds (Derakhshan and Shakki, 2021). By using stories to learn
English, learners can practice and reduce interference from their first language (Chen & Mora,
2021). On the other hand, the dependent variable is how well students speak, are understood, and
reduce their first language's influence on individual sounds, as measured by pronunciation
guidelines, audio recordings, and teacher observations (Gilakjani and Sabouri, 2016). Moreover,
dramatized storytelling encourages learners to actively experiment with intonation, stress, and
segmental features in a communicative context, which improves their comprehensibility and
fluency (Eads, 2022).
MATERIALS AND METHODS
This research, called ‘The effect of storytelling on improving pronunciation standards in
A1 level students,’ implements a mixed-method action research to study how storytelling can help
A1-level English students pronounce third-person singular verb endings (-s and -es) better. This
section explains the research plan, methods for gathering information, tools used, how everything
was checked for accuracy, the way the terms were defined, the group of students who were
focused on, how the sample is chosen, how the data is analyzed, ethical issues, and the initial
evaluation, all following teaching design practices (Kurt, 2017).
Action research works well in education because it includes repeated steps of planning,
doing, observing, and thinking about what happened to make real improvements (Burns, 2010).
The quantitative part uses numbers from tests taken before and after to check if storytelling helps
students pronounce sounds more accurately. Simultaneously, the qualitative component,
consisting of surveys and observations, explores students' perceptions and experiences to
understand their motivation and attitudes. By combining different types of data and looking at
both measurable results and personal experiences, this mixed-method approach helps create
strong conclusions (Creswell and Creswell, 2018).
spoken language. The instruments used were a pretest and a posttest pronunciation test scored
using an analytical pronunciation rubric focused on segmental accuracy (clarity of consonant
vowel sounds, articulation of minimal pairs, etc.). (b) To identify the advantages of implementing
storytelling for the development of pronunciation at A1 level standards. The instrument used was
a checklist to collect qualitative evidence of student improvement related to pronunciation
development and confidence. c) To explore students’ perceptions and experiences regarding the
use of storytelling to improve their English pronunciation. The instrument was an online survey
(10 positive statements) conducted after the intervention to gather qualitative insights into
students’ attitudes, motivation, and perceived progress.
The study has two well-stipulated categories. The first one is the independent variable,
which is the use of storytelling activities aimed at engaging students in the use of spoken
narratives, read-alouds, and dramatized story performances designed to provide repeated and
contextualized exposure to target sounds (Derakhshan and Shakki, 2021). By using stories to learn
English, learners can practice and reduce interference from their first language (Chen & Mora,
2021). On the other hand, the dependent variable is how well students speak, are understood, and
reduce their first language's influence on individual sounds, as measured by pronunciation
guidelines, audio recordings, and teacher observations (Gilakjani and Sabouri, 2016). Moreover,
dramatized storytelling encourages learners to actively experiment with intonation, stress, and
segmental features in a communicative context, which improves their comprehensibility and
fluency (Eads, 2022).
MATERIALS AND METHODS
This research, called ‘The effect of storytelling on improving pronunciation standards in
A1 level students,’ implements a mixed-method action research to study how storytelling can help
A1-level English students pronounce third-person singular verb endings (-s and -es) better. This
section explains the research plan, methods for gathering information, tools used, how everything
was checked for accuracy, the way the terms were defined, the group of students who were
focused on, how the sample is chosen, how the data is analyzed, ethical issues, and the initial
evaluation, all following teaching design practices (Kurt, 2017).
Action research works well in education because it includes repeated steps of planning,
doing, observing, and thinking about what happened to make real improvements (Burns, 2010).
The quantitative part uses numbers from tests taken before and after to check if storytelling helps
students pronounce sounds more accurately. Simultaneously, the qualitative component,
consisting of surveys and observations, explores students' perceptions and experiences to
understand their motivation and attitudes. By combining different types of data and looking at
both measurable results and personal experiences, this mixed-method approach helps create
strong conclusions (Creswell and Creswell, 2018).
Vol. 12/ Núm. 2 2025 pág. 3302
To gather thorough data, the research utilizes three main data collection methods: pre- and
post-assessment surveys and classroom observations. The pre- and post-assessments evaluate
changes in students' pronunciation for -s and -es endings, offering quantitative evidence to gauge
the intervention's success.
An online survey collects qualitative data about learners' viewpoints, motivation, and
perceived progress after the intervention, providing insightful information about their educational
experiences. Classroom observations, methodically recorded using a checklist, track students'
engagement, articulation errors, and growth during storytelling exercises, providing instantaneous
qualitative data.
The design of data collection instruments focuses on the study applying three carefully
designed instruments to collect data: (1) Pronunciation Pre-Test and Post-Test: Students read
aloud a story excerpt containing 10 sentences with third-person singular verbs (e.g., “She walks,”
“He watches”). The task is administered before and after the five-week storytelling intervention.
An analytical pronunciation rubric evaluates how well someone pronounces sounds, paying
special attention to the clarity of -s and -es sounds, how they transition between consonants and
vowels, and how well they distinguish similar-sounding words.
The evaluation rubric used to grade the pre- and post-test on the pronunciation of third-
person singular verbs with -s, -es, and -ies endings. It includes the criteria and descriptors for each
part of the test, with a scoring scale out of 5. The purpose is to quantify improvements in
pronunciation accuracy. (2) Online Survey: A 10 positive sentence survey, administered post-
intervention via Google Forms, includes closed questions (e.g., “How did storytelling help your
pronunciation?”). The questions are written in simple English to ensure accessibility for A1
learners. The survey takes 10–15 minutes to complete. The purpose is to gather qualitative
insights into students’ perceptions and motivation. (3) Observation Checklist: A structured
checklist records students’ participation, pronunciation errors, and progress during storytelling
activities (e.g., read-alouds, dramatized performances). The checklist includes categories such as
“Frequency of -s/-es errors,” “Engagement level,” and “Use of target sounds in context,” with
space for qualitative notes. The motive is to monitor real-time progress and inform instructional
adjustments.
Validation of Instruments
To ensure reliability and validity, the instruments undergo expert validation by two EFL
professionals with expertise in pronunciation pedagogy. The process involves review, where two
experts evaluate the pronunciation rubric, survey questions, and observation checklist for clarity,
relevance, and alignment with the research objectives.
To gather thorough data, the research utilizes three main data collection methods: pre- and
post-assessment surveys and classroom observations. The pre- and post-assessments evaluate
changes in students' pronunciation for -s and -es endings, offering quantitative evidence to gauge
the intervention's success.
An online survey collects qualitative data about learners' viewpoints, motivation, and
perceived progress after the intervention, providing insightful information about their educational
experiences. Classroom observations, methodically recorded using a checklist, track students'
engagement, articulation errors, and growth during storytelling exercises, providing instantaneous
qualitative data.
The design of data collection instruments focuses on the study applying three carefully
designed instruments to collect data: (1) Pronunciation Pre-Test and Post-Test: Students read
aloud a story excerpt containing 10 sentences with third-person singular verbs (e.g., “She walks,”
“He watches”). The task is administered before and after the five-week storytelling intervention.
An analytical pronunciation rubric evaluates how well someone pronounces sounds, paying
special attention to the clarity of -s and -es sounds, how they transition between consonants and
vowels, and how well they distinguish similar-sounding words.
The evaluation rubric used to grade the pre- and post-test on the pronunciation of third-
person singular verbs with -s, -es, and -ies endings. It includes the criteria and descriptors for each
part of the test, with a scoring scale out of 5. The purpose is to quantify improvements in
pronunciation accuracy. (2) Online Survey: A 10 positive sentence survey, administered post-
intervention via Google Forms, includes closed questions (e.g., “How did storytelling help your
pronunciation?”). The questions are written in simple English to ensure accessibility for A1
learners. The survey takes 10–15 minutes to complete. The purpose is to gather qualitative
insights into students’ perceptions and motivation. (3) Observation Checklist: A structured
checklist records students’ participation, pronunciation errors, and progress during storytelling
activities (e.g., read-alouds, dramatized performances). The checklist includes categories such as
“Frequency of -s/-es errors,” “Engagement level,” and “Use of target sounds in context,” with
space for qualitative notes. The motive is to monitor real-time progress and inform instructional
adjustments.
Validation of Instruments
To ensure reliability and validity, the instruments undergo expert validation by two EFL
professionals with expertise in pronunciation pedagogy. The process involves review, where two
experts evaluate the pronunciation rubric, survey questions, and observation checklist for clarity,
relevance, and alignment with the research objectives.
Vol. 12/ Núm. 2 2025 pág. 3303
RESULTS AND DISCUSSION
Pre-test and Post-test
Table 1
Pre-test
Student
Part 1
(Grammar
Accuracy) /5
Part 2 (Sound
Identification) /5
Part 3
(Pronunciation
Accuracy) /3
Observations
S1 2 1 1 Confuses verb forms;
weak /z/ pronunciation
S2 3 2 1 Difficulty with /ɪz/
sounds
S3 2 1 1 Mispronounces
“watches”, “studies”
S4 1 2 1 Lacks awareness of
grammar rules
S5 3 1 1 Good grammar, weak in
sound discrimination
S6 2 2 2 Slight pronunciation
improvement seen
S7 1 1 1 Struggles across all parts
S8 3 2 1 Misses pronunciation of
/z/ and /ɪz/
S9 2 1 1 Difficulty with irregular
spelling-to-sound rules
S10 1 1 1 Needs full support in
present tense formation
S11 2 2 1 Pronounces /s/ well,
struggles with /ɪz/
S12 3 2 2 Shows potential, but
lacks consistency
The pre-test results reveal that students had considerable difficulties in both grammar
accuracy and pronunciation of third-person singular verbs in the present tense. Most students
scored between 1 to 3 out of 5 in the first two parts, showing incomplete mastery of subject-verb
agreement. Only a few students could correctly identify the pronunciation of verb endings,
especially those with /ɪz/, such as watches or studies.
Part 3, which focused on pronunciation through repetition, also showed low performance,
with the majority scoring 1 out of 3, indicating a lack of confidence and clarity when producing
the "-s" sounds. It is evident that without contextual practice or communicative strategies, students
struggled to apply the grammatical rules and to articulate the verb endings accurately.
RESULTS AND DISCUSSION
Pre-test and Post-test
Table 1
Pre-test
Student
Part 1
(Grammar
Accuracy) /5
Part 2 (Sound
Identification) /5
Part 3
(Pronunciation
Accuracy) /3
Observations
S1 2 1 1 Confuses verb forms;
weak /z/ pronunciation
S2 3 2 1 Difficulty with /ɪz/
sounds
S3 2 1 1 Mispronounces
“watches”, “studies”
S4 1 2 1 Lacks awareness of
grammar rules
S5 3 1 1 Good grammar, weak in
sound discrimination
S6 2 2 2 Slight pronunciation
improvement seen
S7 1 1 1 Struggles across all parts
S8 3 2 1 Misses pronunciation of
/z/ and /ɪz/
S9 2 1 1 Difficulty with irregular
spelling-to-sound rules
S10 1 1 1 Needs full support in
present tense formation
S11 2 2 1 Pronounces /s/ well,
struggles with /ɪz/
S12 3 2 2 Shows potential, but
lacks consistency
The pre-test results reveal that students had considerable difficulties in both grammar
accuracy and pronunciation of third-person singular verbs in the present tense. Most students
scored between 1 to 3 out of 5 in the first two parts, showing incomplete mastery of subject-verb
agreement. Only a few students could correctly identify the pronunciation of verb endings,
especially those with /ɪz/, such as watches or studies.
Part 3, which focused on pronunciation through repetition, also showed low performance,
with the majority scoring 1 out of 3, indicating a lack of confidence and clarity when producing
the "-s" sounds. It is evident that without contextual practice or communicative strategies, students
struggled to apply the grammatical rules and to articulate the verb endings accurately.
Vol. 12/ Núm. 2 2025 pág. 3304
Table 2
Post-test
Student
Part 1
(Grammar
Accuracy) /5
Part 2 (Sound
Identification) /5
Part 3
(Pronunciation
Accuracy) /3
Observations
S1 5 4 3
Significant improvement
in grammar and
pronunciation
S2 4 4 3
Clear articulation of /ɪz/
in “watches” and
“studies”
S3 4 3 2
Good grammar,
improved /s/ and /z/
sounds
S4 3 3 2
Stronger grasp of verb
endings, still hesitant in
speech
S5 5 4 3 Excellent progress;
confident pronunciation
S6 4 3 2 Consistent improvement
across all tasks
S7 3 2 2 Better awareness, slight
progress in pronunciation
S8 5 5 3 Very strong
improvement in all areas
S9 4 3 2 Steady progress; some
hesitation with /ɪz/
S10 3 2 2 Better grammar, still
needs help with fluency
S11 4 4 3 Confident pronunciation
of all three sounds
S12 5 5 3
Outstanding
performance; shows full
understanding
Table 2 portrays the post-test results, which reflect a positive change in all three parts of
the assessment. In Part 1, the majority of students scored 4 or 5 out of 5, demonstrating a much
clearer understanding of third-person singular grammar rules. The use of storytelling activities
seems to have reinforced the correct application of present-tense verb endings in real contexts.
In Part 2, there was a significant improvement in sound identification, especially in the
distinction between /s/, /z/, and /ɪz/ endings. Several students who had scored 1 or 2 in the pre-
test improved to 4 or 5, showing increased phonological awareness.
Table 2
Post-test
Student
Part 1
(Grammar
Accuracy) /5
Part 2 (Sound
Identification) /5
Part 3
(Pronunciation
Accuracy) /3
Observations
S1 5 4 3
Significant improvement
in grammar and
pronunciation
S2 4 4 3
Clear articulation of /ɪz/
in “watches” and
“studies”
S3 4 3 2
Good grammar,
improved /s/ and /z/
sounds
S4 3 3 2
Stronger grasp of verb
endings, still hesitant in
speech
S5 5 4 3 Excellent progress;
confident pronunciation
S6 4 3 2 Consistent improvement
across all tasks
S7 3 2 2 Better awareness, slight
progress in pronunciation
S8 5 5 3 Very strong
improvement in all areas
S9 4 3 2 Steady progress; some
hesitation with /ɪz/
S10 3 2 2 Better grammar, still
needs help with fluency
S11 4 4 3 Confident pronunciation
of all three sounds
S12 5 5 3
Outstanding
performance; shows full
understanding
Table 2 portrays the post-test results, which reflect a positive change in all three parts of
the assessment. In Part 1, the majority of students scored 4 or 5 out of 5, demonstrating a much
clearer understanding of third-person singular grammar rules. The use of storytelling activities
seems to have reinforced the correct application of present-tense verb endings in real contexts.
In Part 2, there was a significant improvement in sound identification, especially in the
distinction between /s/, /z/, and /ɪz/ endings. Several students who had scored 1 or 2 in the pre-
test improved to 4 or 5, showing increased phonological awareness.
Vol. 12/ Núm. 2 2025 pág. 3305
Part 3 showed the most evident growth in oral production and confidence. Most students
now scored 2 or 3 out of 3, and their repetition of sentences sounded more fluent and accurate.
This indicates that repetitive storytelling tasks not only built pronunciation skills but also helped
students internalize the patterns through meaningful use.
Findings of the online survey
This section presents the main findings obtained from the participants’ responses to the survey,
which explored the perceived effectiveness of storytelling activities in improving the
pronunciation of third-person verb endings (-s, -es, -ies) among A1-level of the eighth grade of
Upper Basic education. Thus, twelve participants, aged 12 to 13, provided relevant data presented
in four figures, each with a specific focus. These figures include descriptive titles and detailed
statistical information to support the conclusions of this study.
Figure 1
Pronunciation of third-person verbs during storytelling activities
Figure 1 shows that most students felt that storytelling activities supported their oral
participation by helping them pronounce third-person verb endings such as -s, -es, and -ies. Out
of twelve respondents, nine students (75%) agreed, and three students (25%) strongly agreed. No
students selected the negative options (disagree or strongly disagree). Notably, none of the
participants disagreed or strongly disagreed. Thus, this result suggests that students felt positively
about the role of storytelling in practicing third-person verb endings, indicating that this method
encouraged them to participate actively in oral tasks.
Part 3 showed the most evident growth in oral production and confidence. Most students
now scored 2 or 3 out of 3, and their repetition of sentences sounded more fluent and accurate.
This indicates that repetitive storytelling tasks not only built pronunciation skills but also helped
students internalize the patterns through meaningful use.
Findings of the online survey
This section presents the main findings obtained from the participants’ responses to the survey,
which explored the perceived effectiveness of storytelling activities in improving the
pronunciation of third-person verb endings (-s, -es, -ies) among A1-level of the eighth grade of
Upper Basic education. Thus, twelve participants, aged 12 to 13, provided relevant data presented
in four figures, each with a specific focus. These figures include descriptive titles and detailed
statistical information to support the conclusions of this study.
Figure 1
Pronunciation of third-person verbs during storytelling activities
Figure 1 shows that most students felt that storytelling activities supported their oral
participation by helping them pronounce third-person verb endings such as -s, -es, and -ies. Out
of twelve respondents, nine students (75%) agreed, and three students (25%) strongly agreed. No
students selected the negative options (disagree or strongly disagree). Notably, none of the
participants disagreed or strongly disagreed. Thus, this result suggests that students felt positively
about the role of storytelling in practicing third-person verb endings, indicating that this method
encouraged them to participate actively in oral tasks.
Vol. 12/ Núm. 2 2025 pág. 3306
Figure 2
Improvement in pronunciation of third-person verbs in storytelling activities
Figure 2 demonstrates that students were asked whether they noticed improvement in their
pronunciation while engaging in storytelling activities. The majority, eight students (66.7%),
responded often, while three (25%) selected always, and one (8.3%) chose sometimes. No learners
selected never. These results show that almost all students perceived a noticeable improvement
in their pronunciation skills, which highlights the effectiveness of storytelling as a practice tool
for enhancing the accurate pronunciation of third-person verb forms.
Figure 3
Storytelling activities
Figure 3 explores how much storytelling activities encouraged students to focus on the
correct pronunciation of third-person verb endings. Seven students (58.3%) answered yes, a lot,
and five (41.7%) answered yes, somewhat. No participants chose the negative options (not really
or not at all). These responses show that all students felt that storytelling helped raise their
awareness of how third-person verbs should be pronounced, with the majority experiencing a
Figure 2
Improvement in pronunciation of third-person verbs in storytelling activities
Figure 2 demonstrates that students were asked whether they noticed improvement in their
pronunciation while engaging in storytelling activities. The majority, eight students (66.7%),
responded often, while three (25%) selected always, and one (8.3%) chose sometimes. No learners
selected never. These results show that almost all students perceived a noticeable improvement
in their pronunciation skills, which highlights the effectiveness of storytelling as a practice tool
for enhancing the accurate pronunciation of third-person verb forms.
Figure 3
Storytelling activities
Figure 3 explores how much storytelling activities encouraged students to focus on the
correct pronunciation of third-person verb endings. Seven students (58.3%) answered yes, a lot,
and five (41.7%) answered yes, somewhat. No participants chose the negative options (not really
or not at all). These responses show that all students felt that storytelling helped raise their
awareness of how third-person verbs should be pronounced, with the majority experiencing a
Vol. 12/ Núm. 2 2025 pág. 3307
strong influence. This suggests that storytelling is a helpful method for promoting form-focused
pronunciation in a meaningful context.
Figure 4
Storytelling activities increase pronunciation confidence compared to traditional methods
Figure 4 shows that participants compared their confidence in pronunciation through
storytelling versus traditional techniques like drills or word repetition. Hence, nine students (75%)
reported that storytelling was much more engaging, and three (25%) said it was slightly more
engaging. No one selected about the same or less engaging. This reflects that storytelling not only
improves pronunciation, but also creates a more confident and motivated environment when
practicing pronunciation through storytelling, making it a preferred and more effective strategy
than traditional approaches.
The results of this study suggest that storytelling can be a valuable and engaging
instructional strategy to support pronunciation development in A1-level learners, particularly with
the pronunciation of third-person verb endings. Additionally, this study highlights the positive
impact of storytelling on students’ pronunciation of third-person verb endings. The participants’
answers clearly show that they felt engaged, confident, and aware of correct verb pronunciation
when involved in storytelling activities. These findings are consistent with the principles of
Communicative Language Teaching (CLT), which emphasize meaningful communication and
learner engagement where learning occurs in meaningful, engaging contexts (Celce-Murcia et al.,
2010).
One important observation is the total absence of negative responses in all figures. This
indicates a strong general agreement among students regarding the usefulness of storytelling in
improving their pronunciation. Moreover, the combination of grammar and speaking practice
within storytelling appears to provide a more natural and memorable learning experience than
isolated drills. Another relevant aspect is the emotional factor. Moreover, the integration of form
and communication through storytelling gives the impression of enhancing both pronunciation
strong influence. This suggests that storytelling is a helpful method for promoting form-focused
pronunciation in a meaningful context.
Figure 4
Storytelling activities increase pronunciation confidence compared to traditional methods
Figure 4 shows that participants compared their confidence in pronunciation through
storytelling versus traditional techniques like drills or word repetition. Hence, nine students (75%)
reported that storytelling was much more engaging, and three (25%) said it was slightly more
engaging. No one selected about the same or less engaging. This reflects that storytelling not only
improves pronunciation, but also creates a more confident and motivated environment when
practicing pronunciation through storytelling, making it a preferred and more effective strategy
than traditional approaches.
The results of this study suggest that storytelling can be a valuable and engaging
instructional strategy to support pronunciation development in A1-level learners, particularly with
the pronunciation of third-person verb endings. Additionally, this study highlights the positive
impact of storytelling on students’ pronunciation of third-person verb endings. The participants’
answers clearly show that they felt engaged, confident, and aware of correct verb pronunciation
when involved in storytelling activities. These findings are consistent with the principles of
Communicative Language Teaching (CLT), which emphasize meaningful communication and
learner engagement where learning occurs in meaningful, engaging contexts (Celce-Murcia et al.,
2010).
One important observation is the total absence of negative responses in all figures. This
indicates a strong general agreement among students regarding the usefulness of storytelling in
improving their pronunciation. Moreover, the combination of grammar and speaking practice
within storytelling appears to provide a more natural and memorable learning experience than
isolated drills. Another relevant aspect is the emotional factor. Moreover, the integration of form
and communication through storytelling gives the impression of enhancing both pronunciation
Vol. 12/ Núm. 2 2025 pág. 3308
accuracy and learner motivation. Students not only recognized improvement in their skills but
also expressed higher confidence and motivation. This suggests that storytelling can support
affective learning by reducing anxiety and making pronunciation practice more enjoyable and
contextualized.
From a theoretical perspective, this study supports the idea that language learning is most
effective when learners are active participants in meaningful tasks (Richards, 2006). Storytelling
creates a space for integrating form and fluency, which is essential for long-term acquisition. The
data also point to a potential shift in learner perception, from pronunciation being a mechanical
task to a communicative and enjoyable experience. This change is especially relevant in early
language development stages, where affective factors like confidence and motivation are critical
in sustaining long-term engagement with the language. From a practical view, teachers can use
storytelling as an accessible and flexible technique that supports both linguistic development and
classroom engagement.
Finally, this study contributes to the educational area since it supports storytelling as a
effective instructional strategy. Its impact on pronunciation, confidence, and motivation
highlights its relevance in modern language classrooms, especially when teaching challenging
grammatical aspects such as third-person verb endings. Future research could explore its effects
on other pronunciation features or with learners of different proficiency levels.
CONCLUSION
Given the findings of the research discussed, storytelling is evident as an effective
pedagogical tool and a successful strategy for improving segmental pronunciation in A1-level
learners, particularly in the pronunciation of third-person singular endings in the present tense.
Pre- and post-test assessments showed improved segmental accuracy after implementing
storytelling activities, reducing errors like dropped or mispronounced final /s/. Repetitive
structures and contextual vocabulary within stories fostered familiarity and measurable progress
in pronunciation.
This experience stresses the need for pronunciation-oriented strategies to go beyond
mechanical drills and accept context-rich, student-centered approaches supporting ongoing
improvement. This study facilitates our recognition that carefully applying storytelling can help
overcome pronunciation difficulties and create a more engaging and efficient EFL classroom. It
offers several advantages for A1-level pronunciation development. Qualitative data indicates
increased student engagement and motivation through enjoyable narratives. Natural repetition
within stories supported internalization and automaticity in a non-mechanical manner.
In addition to their higher motivation and participation, the advancement in students'
pronunciation precision responds to the implementation of storytelling inside a communicative
framework at this public school. Hence, it assists students in developing oral confidence and
accuracy and learner motivation. Students not only recognized improvement in their skills but
also expressed higher confidence and motivation. This suggests that storytelling can support
affective learning by reducing anxiety and making pronunciation practice more enjoyable and
contextualized.
From a theoretical perspective, this study supports the idea that language learning is most
effective when learners are active participants in meaningful tasks (Richards, 2006). Storytelling
creates a space for integrating form and fluency, which is essential for long-term acquisition. The
data also point to a potential shift in learner perception, from pronunciation being a mechanical
task to a communicative and enjoyable experience. This change is especially relevant in early
language development stages, where affective factors like confidence and motivation are critical
in sustaining long-term engagement with the language. From a practical view, teachers can use
storytelling as an accessible and flexible technique that supports both linguistic development and
classroom engagement.
Finally, this study contributes to the educational area since it supports storytelling as a
effective instructional strategy. Its impact on pronunciation, confidence, and motivation
highlights its relevance in modern language classrooms, especially when teaching challenging
grammatical aspects such as third-person verb endings. Future research could explore its effects
on other pronunciation features or with learners of different proficiency levels.
CONCLUSION
Given the findings of the research discussed, storytelling is evident as an effective
pedagogical tool and a successful strategy for improving segmental pronunciation in A1-level
learners, particularly in the pronunciation of third-person singular endings in the present tense.
Pre- and post-test assessments showed improved segmental accuracy after implementing
storytelling activities, reducing errors like dropped or mispronounced final /s/. Repetitive
structures and contextual vocabulary within stories fostered familiarity and measurable progress
in pronunciation.
This experience stresses the need for pronunciation-oriented strategies to go beyond
mechanical drills and accept context-rich, student-centered approaches supporting ongoing
improvement. This study facilitates our recognition that carefully applying storytelling can help
overcome pronunciation difficulties and create a more engaging and efficient EFL classroom. It
offers several advantages for A1-level pronunciation development. Qualitative data indicates
increased student engagement and motivation through enjoyable narratives. Natural repetition
within stories supported internalization and automaticity in a non-mechanical manner.
In addition to their higher motivation and participation, the advancement in students'
pronunciation precision responds to the implementation of storytelling inside a communicative
framework at this public school. Hence, it assists students in developing oral confidence and
Vol. 12/ Núm. 2 2025 pág. 3309
linguistic awareness by placing them in real-world, low stress speaking situations, two vital skills
for the early stages of language development to be understood. Learners perceived storytelling
positively, reporting that it made pronunciation practice more enjoyable and less stressful. They
better understand and remembered word endings in meaningful contexts and found that acting out
stories enhanced their focus on sounds and emphasis. Overall, students viewed this tool as a
charming and supportive method for gaining greater awareness and control of their English
pronunciation.
linguistic awareness by placing them in real-world, low stress speaking situations, two vital skills
for the early stages of language development to be understood. Learners perceived storytelling
positively, reporting that it made pronunciation practice more enjoyable and less stressful. They
better understand and remembered word endings in meaningful contexts and found that acting out
stories enhanced their focus on sounds and emphasis. Overall, students viewed this tool as a
charming and supportive method for gaining greater awareness and control of their English
pronunciation.
Vol. 12/ Núm. 2 2025 pág. 3310
REFERENCES
Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners.
Routledge.
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation: A course
book and reference guide (2nd ed.). Cambridge University Press.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed
methods approaches (5th ed.). SAGE Publications.
Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals.
Derakhshan, A., & Shakki, F. (2021). A systematic review of storytelling in EFL classrooms:
Enhancing speaking skills. Journal of Language Teaching and Research, 12(5), 717–725.
https://doi.org/10.17507/jltr.1205.06
Eads, A. (2022). Storytelling as a pedagogical tool for pronunciation development in EFL
contexts. ELT Journal, 76(3), 312–320. https://doi.org/10.1093/elt/ccab085
Gilakjani, A. P., & Sabouri, N. B. (2016). Why is English pronunciation ignored by EFL teachers
in their classes? International Journal of English Linguistics, 6(6), 195–203.
https://doi.org/10.5539/ijel.v6n6p195
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred approach.
Cambridge University Press.
Kelly, G. (2000). How to teach pronunciation. Pearson Education.
Kurt, S. (2017, December 10). Instructional design models and theories: The definitive guide.
Educational Technology. https://educationaltechnology.net/instructional-design-models-
and-theories/
Mertler, C. A. (2020). Action research: Improving schools and empowering educators (6th ed.).
SAGE Publications.
Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press.
Spada, N., & Lightbown, P. M. (2006). How languages are learned. Oxford University Press.
Wray, D., & Medwell, J. (2021). Teaching English: A handbook for primary and secondary
school teachers. Routledge.
Wright, A. (2003). Storytelling with children. Oxford University Press.
REFERENCES
Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners.
Routledge.
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation: A course
book and reference guide (2nd ed.). Cambridge University Press.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed
methods approaches (5th ed.). SAGE Publications.
Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals.
Derakhshan, A., & Shakki, F. (2021). A systematic review of storytelling in EFL classrooms:
Enhancing speaking skills. Journal of Language Teaching and Research, 12(5), 717–725.
https://doi.org/10.17507/jltr.1205.06
Eads, A. (2022). Storytelling as a pedagogical tool for pronunciation development in EFL
contexts. ELT Journal, 76(3), 312–320. https://doi.org/10.1093/elt/ccab085
Gilakjani, A. P., & Sabouri, N. B. (2016). Why is English pronunciation ignored by EFL teachers
in their classes? International Journal of English Linguistics, 6(6), 195–203.
https://doi.org/10.5539/ijel.v6n6p195
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred approach.
Cambridge University Press.
Kelly, G. (2000). How to teach pronunciation. Pearson Education.
Kurt, S. (2017, December 10). Instructional design models and theories: The definitive guide.
Educational Technology. https://educationaltechnology.net/instructional-design-models-
and-theories/
Mertler, C. A. (2020). Action research: Improving schools and empowering educators (6th ed.).
SAGE Publications.
Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press.
Spada, N., & Lightbown, P. M. (2006). How languages are learned. Oxford University Press.
Wray, D., & Medwell, J. (2021). Teaching English: A handbook for primary and secondary
school teachers. Routledge.
Wright, A. (2003). Storytelling with children. Oxford University Press.