Folktales-based instruction and speaking skills

Abstract

The objective of this research was to know the impact of the use of folktales to improve speaking skills in which 64 students at the Technical University of Ambato, 22 men and 42 women were involved in descriptive, non-experimental research. In addition, the data was collected using a survey which consisted of 17 questions in Likert scale and 3 open questions. Additionally, it was validated through the tutor review and two subject matter experts and using the coefficient Cronbach's alpha (0,732). Additionally, the research was developed based on three research questions. Furthermore, the results revealed that fairy tales, epics, and legends are the folktales that learners like to use the most due to their content, format, and good adaptation to current times, while fables and myths are less liked. In addition, the speaking strategies most used by the students are practicing a monologue alone at home using tools such as a mirror, talking with classmates, and speaking in a more basic way. Due to the sense of assurance students experience when practicing their speaking abilities with classmates and independently at home, they are free from judgment. However, reading aloud and repetition exercises are less used speaking strategies. Finally, it was found that students use jigsaw activities and gap-filling activities where students must interact with peers to obtain information and complete a task. Additionally, students most frequently use role-playing activities and reasoning-gap activities. Because these types of activities reinforce the spontaneous communication of the students and reinforce critical thinking. However, opinion-sharing activities and informationgathering activities are little used by the participants.