Storytelling strategy and speaking fluency of the English language

Abstract

The use of new strategies in the teaching-learning process is one of the factors that teachers must take into account to have an active participation within the classrooms and make students improve each of their skills. This research aims to analyze how storytelling strategy influences on speaking fluency of the English language in students from 10th grade at Unidad Educativa “Dario Guevara”. It was focused on the different strategies that could help students’ abilities specially speaking fluency with the storytelling strategy. It was based on papers, thesis, journals and magazines. The researcher had a direct contact with the people (students) that were involved in this process, during 4 weeks. The whole population were 13 students, 2 men and 11 women. The classes were developed through Zoom application. To collect data a pre-test and post-test was used in order to check how students advanced after doing this research. In addition, some statistical methods were used to analyze the results, in the pre-test the results gave an average of 1,63 and in the post-test was an average of 1,94, giving a difference of 0,31. To prove the hypothesis Wilcoxon was used which gave a Pvalue of 0,000 lower than the significant level that is 0,05, accepting the alternative hypothesis. Positive results after applying storytelling strategy were seen and it has a great impact on students’ speaking fluency