USING STORYTELLING ACTIVITIES TO IMPROVE STUDENTS' SPEAKING PERFORMANCE OF B1 STUDENTS
Keywords:
Storytelling activities, B1 proficiency level, Speaking performance, Scaffolded instruction, Lexical acquisition, Affective filter, Pedagogical interventionAbstract
This research evaluates the pedagogical efficacy of implementing structured
storytelling activities to enhance the oral performance of intermediate B1 English as a
Foreign Language learners. Utilizing a mixed-methods design, the study incorporates
survey data gathered from twenty-one participants alongside an empirical classroom
experiment. The initial diagnostic data highlights that major communicative barriers
include lexical limitations, grammar errors, and psychological anxiety. To address
these issues, an experimental group was exposed to a multi-stage narrative model
incorporating cognitive mapping, word association drawings, visual prompts, and
collaborative playacting. The experimental results reveal that over three-quarters of
the students achieved heightened oral production when supported by teacher guidance
and picture-based prompts. The study concludes that scaffolded storytelling activities
significantly improve pronunciation, grammar utilization, and vocabulary recall. It
provides concrete operational recommendations for curriculum developers to mitigate
common institutional constraints such as limited materials and time management
deficits.
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