Polish intermediate students’ reception of storytelling-based games in EFL secondary school instructed speaking practice: An action research study
Polish intermediate students’ reception of storytelling-based games in EFL secondary school instructed speaking practice: An action research study

Summary/Abstract: Over the last decades EFL students have been confronted with a variety of speaking tasks which were to develop their oral proficiency. Nevertheless, problems with improving learners’ ability to speak revealed that the acquisition of the productive oral skill in instructed settings is a complex issue. With insights from psychology and SLA becoming more influential in FLT, theoreticians and practitioners started to appreciate the significance of interaction and positive emotions in FL learning. Storytelling and games, which combine the two, have recently attracted more attention in the field, proving effective in vocabulary and grammar learning and, more importantly, reducing language anxiety, increasing motivation and facilitating speaking. Having considered the results of research into storytelling- and game-based EFL instruction, we designed and conducted an action research study with a group of intermediate students to investigate their reception of speaking-oriented storytelling games. The findings we obtained were in line with the results of the previous research, supporting the educational potential of storytelling and games with regard to intensifying the students’ oral participation in speaking tasks and provoking positive emotions in the EFL classroom.

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