Date of Award

2024

Degree Type

Thesis

Degree Name

Master of Education (MEd)

First Advisor

Samuel Andema

Department

Institute for Educational Development, East Africa

Abstract

This study explored the roles storytelling can play in improving the teaching of English with specific objectives of exploring students’ response towards the use of storytelling during the teaching and Learning of English language, identifying the challenges faced by the teachers when using storytelling in Teaching English and further exploring the strategies to minimize challenges faced by teachers when using storytelling in teaching English. In finding out these objectives the research encompassed observational studies, focused group discussion, document analysis and interviews with teachers and students to gain insights into how students respond to stories and the challenges teachers face when integrating storytelling into lessons, during the data collection, students enjoyed the stories and paid close attention. They asked thoughtful questions and felt excited as the stories took them to new places and helped them learn new words. Storytelling made learning English more interesting and relatable, however, teachers faced some difficulties. They had limited time and resources which made it hard to use storytelling as much as they wanted. Some teachers also felt unsure about their own storytelling skills and how to engage different kinds of students to make the most of storytelling, the researcher suggested a few things; Teachers need to allocate sufficient time within the curriculum for storytelling, they should also choose stories that are interesting and relevant to the students' cultures. Teachers can benefit from training and working together to plan their storytelling lessons. They should use interactive techniques that encourage students to participate and think deeply, in conclusion through observations, interviews and discussions, it became clear that storytelling is a powerful pedagogical tool that fosters active participation and meaningful connections to the curriculum. The study concludes that through observation, interviews, and discussions, it was found that storytelling is a powerful pedagogical tool fostering active participation, language skills development, vocabulary acquisition and cultural understanding, the study recommended the enhanced use of storytelling including integrating it effortlessly into the curriculum, ensuring cultural relevance, encouraging interactive sessions, implementing reflection activities, providing language support, incorporating visual aids, offering professional development for teachers, overcoming common challenges, promoting cultural understanding, implementing assessment strategies and educating stakeholders about its benefits.

First Page

1

Last Page

93

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