Effectiveness of Storytelling as a Teaching Strategy in English Education for Korean College Students
저자
발행사항
서울 : Torch Trinity Graduate University, 2016
학위논문사항
Thesis(M.A.)-- Torch Trinity Graduate University : MEd Education 2016. 8
발행연도
2016
작성언어
영어
발행국(도시)
대한민국
형태사항
viii, 84 p. ; 26 cm
일반주기명
지도교수: Hyun Joo Oh
소장기관
Korean education is generally known to be a typical rote learning style and English language education in South Korea has long been grammar-based. However, it has been often pointed out that these approaches have not been practical or effective. Therefore, it has been a great challenge for English educators in South Korea to find a more effective way to teach English.
Since the practicality of English lessons has been greatly favored in most colleges, there has been a significant number of college-level compulsory courses being replaced by TOEIC-courses in many South Korean universities in order to successfully prepare the students for their future careers. This study, thus, examined
the feasibility of integrating storytelling lessons into college English courses in order to provide an effective English teaching strategy free from the rote-learning style and
improve students’ TOEIC scores at the same time.
The purpose of this study was to explore the effectiveness of storytelling in English language education in South Korean colleges and the possibility of incorporating the outcomes of this study into college English classes for more practical English lessons that can be applied in everyday life.
The primary research question of this study was: How can storytelling be used as an effective teaching strategy in helping Korean college students to improve their English communicative skills as compared to another typical teaching strategy that is currently used in college English classes? Subsidiary questions were: How can storytelling be used in college English classes to help students improve their communicative skills? In what aspects can Korean college students, in particular, benefit from storytelling? What are some other benefits of storytelling as a teaching strategy for college students?
The sample consisted of 51 students from a mid-sized private university in Kangwon Province of South Korea. 26 students from Storytelling Class and 25 from College English Class were selected for this study. All of them were aged between 19 and 20, and they had been identified as English Level 2 students by the university based on their initial TOEIC scores at the entrance to the university.
This study applied a mixed-approach to gathering two kinds of data – quantitative and qualitative. The quantitative data was collected from TOEIC tests and 10-minute writing tests, while the qualitative data was collected from
observations of students’ behavior during class activities and performances and documentation of their writing samples from the10-minute writing tests.
The data analyses revealed that storytelling was a significantly effective teaching strategy for college students in improving TOEIC Reading Comprehension (RC) score and writing skills in general. The results of the data analyses also supported that storytelling was especially effective in teaching students to become more creative, open-mined, logical, and critical writers. In addition, the students who learned English through storytelling showed an improvement in problem-solving skills and teamwork in this study. However, the study results did not provide
enough supports to suggest that storytelling would be a more effective teaching strategy for college English education as compared to another typical teaching
strategy that is currently used in college English courses.
After the analyses of the data, this study supported the following conclusions.
First, integrating storytelling lessons in college English education may be an effective teaching strategy. However, additional research should be conducted in order conclusively prove its effectiveness. Nevertheless, the researcher hoped that this study could provide a platform for the college English teachers so that they would be encouraged to use storytelling as a more effective way of teaching English and how they should go about designing their future lessons.
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