The effect of storytelling on improving pronunciation standards in A1 level students

Autores/as

DOI:

https://doi.org/10.69639/arandu.v12i2.1153

Palabras clave:

narración de cuentos, pronunciación incorrecta, nivel estándar

Resumen

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.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

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.

Descargas

Publicado

2025-07-15

Cómo citar

González Gómez, N. B., Campoverde López, J. S., & Bonilla Tenesaca, J. R. (2025). The effect of storytelling on improving pronunciation standards in A1 level students . Arandu UTIC, 12(2), 3298–3310. https://doi.org/10.69639/arandu.v12i2.1153

Número

Sección

Ciencias de la Educación

Artículos similares

También puede Iniciar una búsqueda de similitud avanzada para este artículo.

Artículos más leídos del mismo autor/a