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The Effects of Storytelling on EFL Young Learners’
Reading Comprehension and Word Recall
Aim for the Best
Katherine 吳昭瑢 Sunny 王馨儀
Cerella 洪于晴
Jasmine 馮依萍
G-S or Problem-Solution?
Problem-Solution
Introduction
Basal reader and authentic materials from
English children’s literature.
Young learners encounter difficulties
– The searching and guessing of new words is an
exhaustive task that lower the interest of reading.
– The lack of oral language may pose a difficulty to
reading. (spoken language or idiomatic expression)
One night I decided to get rid of my nightmare once
for all
– Lack of background knowledge may impede
Taiwanese young learners’ reading comprehension.
Introduction
To deal with the above possible causes
– the teacher needs to integrate different
modalities of learning (verbal, nonverbal, and
sensory), so that students would rely less on
dictionary or translation to figure out the
message.
This study proposes
– that contextualized storytelling may be an
effective intervention that could increase
comprehensible oral input and employ a multisensory approach to help meaning
construction.
Introduction
Purpose
To investigate the effects of
contextualized storytelling as a
teacher intervention on young learners’
reading by extending to EFL context in
the realm of reading instruction.
Introduction
Contextualized storytelling
– Proposed by Stephen Cary (1998)
– An instructional approach to help ESL learners
improve their English acquisition in the U. S.
– It is a multi-sensory approach, which relies on
both verbal and nonverbal communication in
the telling process. ( heavy props, visual aids,
concrete referents, proper prosodic delivery,
and rich body language in the telling)
– The abundant contextual clues utilizes learners’
nonverbal knowledge to grasp the language in
without the help of the mother tongue.
Purpose
Hypothesis
contextualized storytelling might
strengthen the retention of
vocabulary and improve reading
comprehension for the merits of
multi-sensory stimulations it could
provide.
Research Questions
Does the contextualized storytelling
based on multi-sensory approach an
effective intervention better than DualCode Model and text-only reading in EFL
reading?
What are the performance differences
between proficient and less proficient
learners in word recall and reading
comprehension with the intervention of
the contextualized storytelling?
Methodology
subjects
Participants: sixth graders (n=129)
– modified Dolch Basic Sight Vocabulary
test
– 36 proficient students, 36 less proficient
students
Methodology
subjects
randomly assigned to three groups:
– Control group (n=24) read the text-only story
without illustrations or storytelling
– Illustration-supplemented group (n=24) Dual
Code approach and read the text with
illustrations
– Study group (n=24) adopted multi-sensory
approach (contextualized storytelling) listened
to the story before reading the illustrated text.
Methodology
Procedures
Two experiments
– Experiment One
C Group: Read
text only.
vs.
I Group: Read
text with
illustrations.
vs.
S Group: Listen
to the storyteller
and then read the
illustrated text.
– Experiment Two
All three groups
listened to the
story first before
reading the
illustrated text.
To verify the
effectiveness of
storytelling
Methodology
Procedures
Research assumption
Experiment One
IF
more multimedia input
then
word retention
&
comprehension
Experiment Two
IF
the storytelling was consistent in it’s influence
C and I groups
storytelling
then
C and I groups’ performances
Methodology
Procedures
Procedures: Table one
Materials: Ice Cream and Dragons and Giants
from Arnold Lobel’s Frog and Toad series
(1976,1979)
Assessments:
– word recall test
– story retell test
Methodology
Results
First Experiment
Word recall :
– Hypothesis was not supported.
– Contextualized storytelling was not better than Dual-Code Model and
text only reading. (RQ1 => No )
– Word recall performance actually correlated with the subjects’
proficiency levels but not with the groups. (RQ2 )
Story retelling
– Hypothesis was supported, different modes of reading results
differently (RQ1,yes)
Retelling scores (mean): S (28.33)>I (11.42) > C (4.75)
– Proficient learners and less proficient learners did not make much
difference。(RQ 2)
S group the reading comprehension of the less proficient learners
was close to the proficient ones (28.3 vs.30.96)
Methodology
Results
Second Experiment
Word recall :
– Hypothesis was not supported. (RQ1, No )
– Proficient learners and less proficient learners did not make
much progress。(RQ 2)
Story retelling
– Hypothesis was supported. C, I, and S groups performed no
significantly different. (RQ1,yes)
Retelling scores (mean): S (30.46)>I (31.19) > C (29.84)
– Less proficient learners improved slightly more than proficient
learners. (RQ 2)
– 11 subjects from S group dropped compared to the first ones.
Conclusion and Suggestions
Contextualized storytelling
– is effective intervention in reading comprehension for
both proficient and less proficient students.
– Not effective in word recall.
– Oral language ability and input from the learning
environment may differ the development of reading
fluency.
– Students enjoyed the story and more willing to
participate.
– The hypothesis about the multi-sensory approach as a
more effective intervention than Dual-code Model and
text-only reading in EFL learner’s overall reading
comprehension was confirmed.
Conclusion and Suggestions
The findings of this study on word recall did not support the
theoretical assumption. It could be because word recall
demanded more in memorization. Therefore, an immediate
result might still favor the students who possessed better
word recognition skills. Or less attention was allocated to
isolated words.
contextualized storytelling has proved in helping reading
text. Yet, how it affects text reading process or reading
fluency remains unclear. Therefore, the differences of text
reading process between the proficient and less proficient
learner may be examined.
A longitudinal study may help to clarify the reasons on the
students whose story retelling were declined. In addition,
individual differences with this approach may be considered
a factor for further study.
The teacher is encouraged to incorporate storytelling in
their teaching.
Good Sentences:
1. Mayer and Sims (1994) further point out that verbal materials
can activate or construct visual representations or vice versa.
2. As the Dual-Code Model posits an added benefit of involving
visual input in reading, the multi-sensory approach may
postulate a broader view, though not particularly for reading,
that incorporates different modalities of learning to obtain the
best possible results for learners with special needs and
diversified learning styles.
3. The teacher is advised to balance their teaching approaches
or styles that address the needs of students.
4. Thus, the contextualized storytelling seems to provide an
encouraging framework for vocabulary learning.
Good Sentences:
5. In terms of grammar learning, storytelling may serve as a
steppingstone to the learning of syntax as it demonstrates
grammatical and syntactic features in meaningful context.
6. They laughed at the parts that were amusing and gasped at
the unexpected acts of the characters.
7. This approach that utilizes the students’ non-verbal knowledge
or ability had satisfactorily led to a gain in general
comprehension.