Storytelling as a literary tool for english teaching

Abstract

This research explores the use of Storytelling as a pedagogical tool in English language teaching, with a particular focus on English as a Foreign Language (EFL). While literature integration has gained recognition in EFL classrooms, storytelling remains an underutilized resource. Drawing upon Stephen Krashen's Input Hypothesis, Allan Paivio’s Dual-Coding Theory, and Vygotsky’s Zone of Proximal Development, this study investigates the potential benefits of incorporating storytelling into language instruction and how Storytelling, supported by the Presentation, Practice, Production method (PPP), can enhance Second Language Learning in EFL among young learners. Using a case study approach with qualitative elements, this study conducts classroom observations to assess the effectiveness of implementing storytelling in the EFL classroom and to measure learners' receptivity to this approach. Specifically, it examines whether the Storytelling session captures learners' interest and whether students show improvement in language skills, such as vocabulary acquisition and comprehension. The findings suggest that storytelling fosters greater engagement, enhances vocabulary comprehension, and promotes oral production, even at beginner levels. Therefore, it is concluded that storytelling is an effective strategy for teaching English to young learners, as it integrates language, emotion, and imagination, and should be more systematically included in early education language planning