Students’ Attitudes in Preparatory Schools toward Learning Language Skills through Storytelling

Yıl 2022, Cilt: 8 Sayı: 2, 102 - 109, 31.12.2022

Muhammet Şahin

https://doi.org/10.34137/jilses.1139721

Öz

The aim of the study is to find out preparatory school students’ attitudes toward learning language skills via storytelling. The sampling of the study consisted of 48 students with A2 language proficiency level at a state university. Turkish students between the ages of 18 and 22 were selected as the sample. The sampling included 25 females and 23 males whose mother tongues were Turkish. A Likert scale questionnaire was administered to investigate the students’ attitudes toward storytelling. Due to validity and reliability concerns, the questionnaire was adapted from an attitude test which was designed and used by Kim and Mcgarry (2014). The results revealed that students might have positive attitudes toward storytelling activities. The participants showed more interest in listening to stories than they did in any other storytelling activities. Overall, they felt competent in receptive skills and enjoyed doing listening activities rather than speaking activities. Finally, the participants were found to believe that using storytelling activities in the classroom is not only beneficial for young learners, but also for adults.

Anahtar Kelimeler

storytelling, attitude, skills, vocabulary, interest

Hazırlık Sınıfı Öğrencilerinin Dil Becerilerini Hikâye Anlatımıyla Öğrenmesine Yönelik Tutumları

Öz

Çalışmanın amacı hazırlık sınıfı öğrencilerinin dil becerilerini hikâye anlatımı aracılığıyla öğrenmeye karşı tutumlarını ortaya çıkarmaktır. Bu çalışmanın örneklemini bir devlet üniversitesinden İngilizce seviyesi A2 olan 48 öğrenci oluşturmaktadır. Yaşları 18 ve 22 arasındaki Türk öğrenciler örneklem olarak seçilmiştir. Örneklem ana dilleri Türkçe olan 25 kız öğrenci ve 23 erkek öğrenci içerir. Öğrencilerin hikâye anlatımına olan tutumlarını incelemek için likert ölçekli bir anket uygulanmıştır. Geçerlilik ve güvenilirlik endişelerinden dolayı anket Kim ve Mcgarry tarafından daha önceden hazırlanan ve uygulanan bir tutum testinden uyarlanmıştır (2014). Sonuçlar öğrencilerin hikaye anlatımı etkinliklerine olumlu tutumları olabileceğini ortaya çıkarmıştır. Katılımcılar hikâye dinleme etkinliklerine diğer hikâye anlatımı etkinliklerine olduğundan daha fazla ilgi gösterdiler. Genel olarak dinleme ve okuma becerilerinde kendilerini yetkin hissettikleri ve konuşma aktivitelerinden ziyade dinleme aktiviteleri yapmaktan keyif aldıkları bulundu. Son olarak, katılımcıların hikâye anlatımı etkinliklerini sınıfta kullanmanın sadece çocuklar için değil yetişkinler için de faydalı olduğunu düşündükleri bulundu.

Anahtar Kelimeler

tutum, beceriler, kelime, ilgi, hikâye anlatımı

Kaynakça

• Amelia, L. C. H., & Abidin, M. J. Z. (2018). Young ESL learners' perception on the effects of using digital storytelling application in English language learning. Pertanika Journal of Social Sciences & Humanities.
• Bastug, M. (2014). The structural relationship of reading attitude, reading comprehension and academic achievement. International Journal of Social Sciences and Education, 4(4), 931-946.
• Belet, S. D., & Dala, S. (2010). The use of storytelling to develop the primary school students’ critical reading skill: the primary education pre-service teachers’ opinions. Procedia-Social and Behavioral Sciences, 9, 1830-1834.
• Gallets, M. P. (2005). Storytelling and story reading: A comparison of effects on children's memory and story comprehension (Doctoral dissertation, East Tennessee State University).
• Gabrielatos, C. (1998). Receptive skills with young learners. In Working with young learners: A way ahead (pp. 52-60). IATEFL.
• Glonek, K. L., & King, P. E. (2014). Listening to narratives: An experimental examination of storytelling in the classroom. International Journal of Listening, 28(1), 32-46.
• Kim, M. R., & McGarry, T. (2014). Attitudes to storytelling among adult ESL learners. The Journal of Language Learning and Teaching, 4(1), 15-36. (p. 17)
• Kirsch, C. (2016). Using storytelling to teach vocabulary in language lessons: does it work?. The Language Learning Journal, 44(1), 33-51.
• Kristiawan, D., Ferdiansyah, S., & Picard, M. (2022). Promoting vocabulary building, learning motivation, and cultural identity representation through digital storytelling for young Indonesian learners of English as a foreign language. Iranian Journal of Language Teaching Research, 10(1), 19-36.
• Malderez, A. (2010). Stories in ELT: Telling tales in school. Procedia-Social and Behavioral Sciences, 3, 7-13.
• Mason, B. (2005). Vocabulary acquisition through storytelling. TexTESOL III Newsletter, 3-5.
• Moradi, H., & Chen, H. (2019). Digital storytelling in language education. Behavioral Sciences, 9(12), 147.
• Mulyani, S. (2018). Investigating factors causing students’ anxiety in speaking English. International Journal in Applied Linguistics of Parahikma, 85-99.
• Nation, P. (1997). The language learning benefits of extensive reading. The Language Teacher, 21(5), 13-16
• Pardede, P. (2011). Using short stories to teach language skills. JET (Journal of English Teaching), 1(1), 14-27.
• Pathan, M. M. (2013). Advantages of using short-stories in ELT classroom and the Libyan EFL learners' perceptions towards them for developing reading comprehension skill. Arab World English Journal, 4(1).
• Saka, Ö. (2014). Short stories in English language teaching. International Online Journal of Education and Teaching (IOJET), 1(4), 278-288.
• Sreena, S., & Ilankumaran, M. (2018). Developing productive skills through receptive skills–a cognitive approach. International Journal of Engineering & Technology, 7(4.36), 669-673.
• Tahriri, A., Tous, M. D., & MovahedFar, S. (2015). The impact of digital storytelling on EFL learners' oracy skills and motivation. International Journal of Applied Linguistics and English Literature, 4(3), 144-153.
• Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC journal, 37(3), 308-328.
• Wright, A. (1995). Storytelling with children. Oxford University.
• Verhallen, M. J., Bus, A. G., & de Jong, M. T. (2006). The promise of multimedia stories for kindergarten children at risk. Journal of educational psychology, 98(2), 410.
• Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & education, 59(2), 339-352.
• Zevenbergen, A. A., & Whitehurst, G. J. (2003). Dialogic reading: A shared picture book reading intervention for preschoolers. On reading books to children: Parents and teachers, 177-200.