THEORETICAL FOUNDATIONS OF STORYTELLING TECHNOLOGY IN ENGLISH LANGUAGE TEACHING
Abstract
This study investigates the theoretical foundations and pedagogical applications of storytelling as an instructional technology in English language classrooms. The research explores how storytelling influences learners’ linguistic competence, engagement, and critical thinking, particularly at the B2 proficiency level. A mixed-methods approach was employed, combining pre- and post-tests, classroom observations, questionnaires, and semi-structured interviews. Quantitative results revealed significant improvements in vocabulary acquisition, grammatical accuracy, oral fluency, written coherence, and communicative competence. Qualitative findings demonstrated heightened emotional engagement, increased motivation, enhanced collaboration, and development of critical and creative thinking skills. The study highlights storytelling as a multifaceted pedagogical tool that integrates cognitive, affective, and social dimensions of learning. The findings suggest that implementing storytelling in English language teaching can enhance both linguistic proficiency and holistic learner development. Implications for classroom practice and recommendations for future research are discussed.
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