Fables and vocabulary learning

Abstract

Working with fables as an educational tool is an interesting way for students to acquire vocabulary. At first hand, it is a reflection of society, since it shows values and beliefs, as well as behaviors in which morals are reflected. In this sense, it is an invaluable support to bring students closer to the reality that learning a new language requires, such is the case of English. So, the fable in this way focused on the acquisition of vocabulary for learning a second language. The objective of this current research was to investigate how the application of fables influenced the vocabulary learning of 27 students of eight grade from Unidad Educativa “Sagrada Familia” in Ambato City. This project was carried out in English classes over four weeks in a face-to-face modality where fables were applied for teaching different vocabulary topics. The approach used in this project was quantitative with an experimental design. Participants took a pre-test and a post-test from the Cambridge KET A2 to measure their level of English. Furthermore, the experimental group was made up of 27 students (15 males and 12 females). Afterward, the results were analyzed to know the reliability of data and was necessary to introduce the information in the SPSS program, likewise, the results showed a positive advance in the use of fables and vocabulary learning, which confirmed the acceptance of the alternative hypothesis. In the end, it was concluded that through using fables students felt more motivated to learn vocabulary and paid more attention. Furthermore, this technique improved collaborative work and increased confidence.