The Effect of Storytelling through Puppets on Speaking Fluency and Motivation of preintermediate Iranian English as Foreign language learners
الموضوعات : نشریه مطالعات آموزش زبان انگلیسی
Robab Ahmadi
1
(English Teaching Department, Karaj Branch, Islamic Azad University, Karaj, Iran)
Zohre Mohamadi
2
(English Teaching Department, Karaj Branch, Islamic Azad University, Karaj, Iran)
الکلمات المفتاحية: motivation, Storytelling, Speaking fluency, English Teaching and Learning,
ملخص المقالة :
Among many factors affecting learning a language, motivation is the most well- documented in theory and less operationalized in practice entity and it calls for consideration when it comes to learn speaking skill in English as Foreign Language (EFL) education ecology. This study investigates the effect of storytelling through puppets on 60 Iranian pre -intermediate EFL learners' Motivation and speaking fluency. Gardner's Attitude/Motivation Test Battery (AMTB) and speaking part of Preliminary English Test (PET) were used at pretest and posttest stages of experimental and control groups. The stories were selected on the basis of their difficulty level to ensure their concordance with proficiency level of the students. The puppets were designed to represent the characters of the stories. The results of Analysis of Variance indicated that storytelling through puppets have not only affected learners' speaking fluency but also motivation. This suggests that language teachers should make principled decisions about the techniques by which they build confidence for the most motivation requiring classroom skill; speaking.
Ab Rashid, R.B. (2011). Vocabulary Learning among Less ProficientYoung Adults Using Children’s Stories1. MEXTESOL, 35, 1-11.
Ahmadi, A. (2013). The Impact of Digital Storytelling on Iranian EFL Learners' Oral Participation in Classroom. Unpublished M.A Thesis. Islamic Azad University, Ilam Branch, Iran.
Al-Mansour, N.S. & Al-Shorman, R.A. (2011).The effect of teacher’s storytelling aloud on the reading comprehension of Saudi elementary stage students. Languages and Translation, 23, 69-76.
Al-Rahman Abo Skhela. K. A. (2010). The Effectiveness of Using Storytelling Technique in Enhancing 11th Graders' Listening Comprehension Sub-Skills in Middle Gaza Governorate (M.A thesis), The Islamic University Gaza. From library.iugaza.edu.ps/thesis/92124.pdf
Al-Quyadi, A. (2000). Psycho-sociological variables in the learning of English in Yemen. Ph.D thesis, Bhagalpur University.
Amer, A. (1997). The effect of the teacher's storytelling aloud on the reading comprehension of EFL students. ELT Journal, 51(1), 43-47.
Atas, M. (2015). The reduction of speaking anxiety in EFL learners through dram techniques. Procedia-Social and Behavioral Sciences, 176, 961-969. doi:10.1016/j.sbspro.2015.01.565
Ay, S. (2010). Young adolescent students' foreign language anxiety in relation to language skills at different levels. Journal of International Social Research, 3(11).
Baker. R., & Greene. M. (1985). Storytelling: Art and Technique. London: Longman.
Bartolomei, G. (2000). Examination of the relation of children reading aloud to others and reading proficiency. ERIC Document Reproduction Service NO. ED449461.
Beck, I. & Mckeown, M.G. (1999). Comprehension: The sine qua non of reading. Teaching and Change, 6(2), 197-211.
Bernaus, M., Masgoret, A. M., Gardner, R. C., & Reyes, E. (2004). Motivation and attitudes towards learning languages in multicultural classrooms. The International Journal of Multilingualism, 1(2), 75–89. http://dx.doi.org/10.1080/14790710408668180
Blaisdell, p., De-Young,, J., Hutchinson, sandy, Pederson, Susan. (1999). Encouraging recreational reading in the elementary grades. ERIC Document Reproduction Service NO. ED435975.
Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). White Plains, NY: Pearson Longman.
Cable, C., Driscoll, P., Mitchell, R., Sing, S., Cremin. T., Earl, J., Eyres, L., Holmes, B., Martin. C. &Heins. B. (2012). Language learning at key stage 2: Finding from a longitudinal study. Education 3-13, 40(4), 363-378.
Campbell, R. (2001). Read-alouds with young children. Newark, DE: International Reading Association.
Chiu, C. Y., Chang, K. C., Chen, K. Y., Cheng, W. Y., Li, P. S., & Lo, Y. C. (2010). College students’ English-speaking anxiety at the foreign language corner. Journal of National Formosa University, 29(1), 105-116.
Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self-confidence and group cohesion in the foreign language classroom. Language Learning, 44, 417-448.
Denning, S. (2005). The leaders guide to storytelling. San Francisco, CA: Jossey-Bass.
Dolakova, S. (2008). Story time activities in primary classes and kindergartens (Master thesis), Masary University of Brono, Faculty of Education. Retrieved from: http:// is.muni.cz/th/104598/pedf_m/?lang=en
Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Dornyei, Z., & Schmidt, R. (2001). Motivation and second language acquisition. Honolulu: University of Hawaii at Manoa.
Ebrahiminejad, S., Azizifar, A., Gowhary, H. & Jamalinesari, A. (2014 ). Effect of using short story on speaking improvement of Iranian pre-intermediate EFL learners. International Journal of Language Learning and Applied Linguistics World (IJLLALW), (7)3, 42-56.
Eck, J. (2006). An analysis of the effectiveness of storytelling with about learners in supervisory management (Master Thesis), University of Wisconsin-Stout. www2.uwstout.edu
Edelenbos, P., Johnstone, R. & Kubanek, A. (2006). The main pedagogical principles underlying the teaching of languages to very young learners. Final Report of the EAC 89/04, Lot 1 study. European Commission. http://europeesplatform.nl/vvto/wp-content/uploads/sites/7/2013/09/Teaching_language_very_young_learners.pdf.
Elley, W. B. (1991). Acquiring literacy in a second language: the effect of book-based programs. Language learning, 41(3), 375-411.
Falout, J., & Maruyama, M. (2004). A comparative study of proficiency and learner demotivation. The Language Teacher, 28, 3-9.
Flaitz, J. (1988). The ideology of English: French perceptions of English as a world language. Berlin: Mouton de Gruyter. http://dx.doi.org/10.1515/9783110848120
Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Arnold.
Gardner, R. C. & Lambert, W. E. (1972). Attitudes and Motivation in Second Language Learning. Rowley, Massachusetts: Newbury House Publishers.
Gorjian, B., Moosavinia, S. R., & Shahramiri, P. (2011). Effects of Oral Summary of Short Stories on Male/Female Learner' Speaking Proficiency. The Iranian EFL Journal February, 4, 34- 66.
Graham, S. J. (2004). Giving up on modern foreign languages? Students‟ perceptions of learning French. The Modern Language Journal, 88(2), 171–191. http://dx.doi.org/10.1111/j.0026-7902.2004.00224.x
Green, M. C., & Brock, T. C. (2000). The role of transportation in the persuasiveness of public narratives. Journal of Personality and Social Psychology, 79, 401-421.
Hansen, K. (2008). Organizational storytelling. CPA Australia Exchange, 78(5), 42-45.
Haven, K. F. (2000). Super Simple Storytelling: A can-do guide for every classroom, every day. Englewood, Colo: Teacher Ideas Press.
Hemmati, F., Gholamerzapour, Z., & Hessamy, Gh. (2015). The effect of teachers’ storytelling and reading story aloud on the listening comprehension of Iranian EFL learners. Theory and Practice in Language Studies, (5)7, 1482-1488. DOI: http://dx.doi.org/10.17507/tpls.0507.22
Henniger, H. (2005). Didactic Functions of Storytelling in the Primary School Classroom, Norderstedt, Germany: GRIN Verlag.
Horwitz, E. K. (2001). Language, anxiety and achievement. Annual Review of Applied Linguistics, 21, 112–126.
Hughes, R. (2006). Spoken English, TESOL, and applied Linguistics: Challenges for Theory and Practice. Great Britain: CPI Antony Rowe.
Hui, L. (2011). Improving Students’ English Speaking Skill Through Content-Based Instruction (Masters Thesis), Sebelas Maret University. http://eprints.uns.ac.id/id/eprint/8911
Jacobs, James, S., Morrison, Timothy, G., Swinyard, William, R. (2000). Reading aloud to students: a national probability study of classroom reading practices of elementary school teachers. ERIC Document Reproduction Service NO. EJ614439.
Karahan, F. (2007). Language attitudes of Turkish students towards the English language and its use in Turkish context. Journal of Arts and Sciences Say, 7 May, 73-87.
Karstadt, A. (2002). Standard Englishes: What do American undergraduates think? English Today, 18(3), 38–45. http://dx.doi.org/10.1017/S0266078402003061
Khatib, M., Derakhshan, A., Rezaei, S. (in press). Why & Why Not Literature: A Task-based
approach to teaching literature. International Journal of English Linguistics, 1, 1.
Khosrovani, M., Khosravani, M., & Ganji Khoosf, S. (2014). Fostering EFL learners’ speaking and listening skills via oral activities of reading short story. International Journal of Language Learning and Applied Linguistics World (IJLLALW), (5)1, 329-337. www.ijllalw.org
Krashen, S. & Terrell, T. (1983). The natural approach: Language acquisition in the Classroom. Englewood Cliffs, NJ: Prentice Hall.
Lazaraton, A. (2001).Teaching oral skills. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (pp. 103-115). Boston: Heinle & Heinle.
Lee, J. F. K. (2001a). Attitudes towards debatable usages among English language teachers and students. Journal of Applied Linguistics, 6(2), 1–21.
Lee, J. F. K. (2001b). Teachers‟ attitudes towards disputable usages. RELC Journal, 32(2), 1– 15. http://dx.doi.org/10.1177/003368820103200201
Levine, G. S. (2003). Student and instructor beliefs and attitudes about target language use, first language use and anxiety: Report of a questionnaire study. The Modern Language Journal, 87(3), 343–364. http://dx.doi.org/10.1111/1540-4781.00194
Lindemann, S. (2002). Listening with an attitude: A model of native-speaker comprehension of non-native speakers in the United States. Language in Society, 31(3), 419–441. http://dx.doi.org/10.1017/S0047404502020286
MacIntyre, P. D., & Gardner, R. C. (1991). Investigating language class anxiety using the focused essay technique. The Modern Language Journal, 75(3), 296-304.
Maghfiroh, W. (2008/2009). Using Short Comics to Arouse Students’ Motivation in Learning Reading Comprehension A Classroom Action Research at the Seventh Grade of MTs DarulUlum Semarang in the Academic Year 2008/2009, (Semarang: Tarbiyah Faculty, Walisongo State Institute of Islamic Studies Semarang, 2009).
Malallah, S. (2000). English in an Arabic Environment: Current Attitudes among Kuwait University Students. Int. J. Bilingual Edu. Billingualism, 3(1):19-43. http://dx.doi.org/10.1080/13670050008667698
Marley, D. (2004). Language attitudes in Morocco following recent changes in language policy. Language Policy, 3(2), 25–46. http://dx.doi.org/10.1023/B:LPOL.0000017724. 16833.66
Mª Asunción Barreras Gómez, Universidad De La Rioja. Cilap. How to Use Tales for the Teaching of Vocabulary and Grammar in A Primary Education English Class1, Resla 23 (2010), 31-52.
McCarthy, S., Nicastro, J., Spiros, I. & Staley, K. (2001). Increasing recreational reading through the use of readalouds. ERIC Document Reproduction Service NO. ED453541.
McKeogh, Anne, S. Bird, E. Tourigny, A. Romaine, S. Graham, J. Ottmann, and J. Jeary. (2008). Storytelling as a foundation to literacy development for aboriginal children: Culturally and developmentally appropriate practices. Canadian Psychology, Volume 49, No. 2, 148–154. http://www.learnalberta.ca/content/aswt/documents/indigenous_pedagogy/storytelling_as_a_foundation_to_literacy.pdf
Meyer, R.J. (1995). Stories to teach and teaching story: the use of narrative in learning to teach. Language Arts 72 (4), 276–286.
Moiinvaziri, M,. (2008). Motivational orientation in English language learning: A study of Iranian undergraduate students. Global practices of language teaching. Proceedings of International Online Language Conference (IOLC). Universalpublishers. Boca Raton, Florida, US, 126-135.
Muftah, M., & Rafik-Galea, Sh. (2013). Language Learning Motivation among Malaysian Pre-University Students. English Language Teaching Journal, 6(3), 20-31.
Ohata, K. (2005). Potential sources of anxiety for Japanese learners of English: Preliminary case interviews with five Japanese college students in the US. TESL-EJ, 9(3), 1-21.
Park, H., & Lee, A. R. (Eds.). (2005). L2 learners’ anxiety, self-confidence and oral performance. 10th Conference of Pan-Pacific Association of Applied Linguistics, Edinburgh University, conference proceedings (197-208).
Qashoa, S., H. (2006). Motivation among learners of English in the secondary schools in the eastern coast of the UEA. Institute of Education, British University, Dubai.
Rickheit, G. & Strohner, H. (Ed). (2008). Handbook of Communication Competence. Germany.
Rokni,S,J. & Qarajeh, M. (2014). Digital storytelling in EFL classrooms: The effect on the oral performance. International Journal of Language and Linguistics, 2(4): 252-257.
Setyarini, S. (2011). Storytelling: An innovative language learning for English young learners. Joint Conference UPI-UITM, Indonesia University of Education. Retrieved from www. http:// repository.upi.edu/.../pros_ui-uitm_2011_ setyarini _ innovative _language.
Shand, J. W. (2008). The Use of Drama to Reduce Anxiety and Increase Confidence and Motivation towards Speaking English with Two Groups of English Language Learners (Master Thesis), The University of Arizona. http://hdl.handle.net/10150/193390
Troustle, S., Hicks, S.J. (1998). The effects of storytelling versus story reading on the story comprehension and vocabulary knowledge of British primary school children. Reading Improvement 53 (3), 127– 136.
Ushioda, E. (2003). Motivation as a socially mediated process. In D. Little, J. Ridley & E. Ushioda (Eds.), Learner autonomy in the foreign language classroom: Teacher, learner, curriculum, assessment (pp. 90-102). Dublin: Authentic.
Vaezi, Z. (2008). Language Learning Motivation among Iranian Undergraduate Students. World Applied Sciences Journal, 5 (1), 54-61.
Vandergrift, L. (2002). It was nice to see that our predictions were right: Developing metacognition in L2 listening comprehension. Canadian Modern Language Review, 58(4), 555–575. http://dx.doi.org/10.3138/cmlr.58.4.555
Vivas, E. (1996). Effects of story reading on language. Language learning 46 (2), 189–216.
Walker, V.L (2000). Traditional versus new media: Storytelling as pedagogy for African American children. Unpublished Doctoral Dissertation, The University of Texas at Austin, Texas, USA
Weiss R. P. (2000). The wave of the brain. Training and Development. Retrieved June 5, 2005 from Ebsco Host database.
Wenden, A. (1991). Learner Strategies for Learner Autonomy. London: Prentice Hall.
White, C. M. (2002). Language authenticity and identity: Indigenous Fijian students and language use in schools. Language, Culture and Curriculum, 15(1), 16–29. http://dx.doi.org/10.1080/07908310208666630
Williams, M., Burden, R., & Lanvers, U. (2002). French is the language of love and stuff: Student perceptions of issues related to motivation in learning a foreign language. British Educational Research Journal, 28(4), 503–528. http://dx.doi.org/10.1080/0141192022000005805
Woodrow, L. (2006). Anxiety and speaking English as a second language. SAGE Publications, 37(3), 308-328.
Yang, A., & Lau, L. (2003). Student attitudes to the learning of English at secondary and tertiary levels. System, 31(1), 107–123. http://dx.doi.org/10.1016/S0346-251X(02)00076-3
Zheng, Y. (2008). Anxiety and second/foreign language learning revisited. CJNSE/RCJCÉ, 1(1), 1-12.
