The benefits of implementing storytelling techniques and the improvement speaking as a communicative skill in English Foreign Language (EFL) in seventh-grade students of the CTP Jose Figueres Ferrer located in Desamparados during the first quarter of 2025
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Date
2025
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Universidad Hispanoamericana
Abstract
This study explores the impact of storytelling techniques on improving English speaking skills among seventh-grade students at Colegio Técnico Profesional José Figueres Ferrer, Costa Rica, during the first quarter of 2025. The research addresses the persistent challenge of low oral proficiency despite years of English instruction in public schools, often due to traditional grammar-based methods that limit communicative practice. Storytelling was implemented as an innovative, student-centered strategy to enhance fluency, pronunciation, vocabulary acquisition, and overall confidence in oral expression. Using a quantitative approach, including diagnostic tests, and student feedback, the study evaluated changes in learners’ speaking performance before and after applying storytelling activities. Results indicate that storytelling fosters active participation, reduces anxiety, and promotes contextualized and meaningful language use, leading to noticeable improvement in students’ oral skills. The findings suggest that incorporating storytelling into EFL curricula can enhance communicative competence and support national educational goals focused on developing English as a key life skill.
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Keywords
COMMUNICATIVE SKILL, STORYTELLING TECHNIQUES, SPEAKING