The Role of Storytelling Aloud on the Accuracy of Preintermediate Iranian EFL Student's Spoken Language in the Classroom

This study investigated the use of purposive storytelling aloud as a creative teaching technique to address preintermediate Iranian EFL learners’ difficulty in producing grammatically correct utterances. Three groups of 15 language learners were randomly assigned to two experimental and one control groups. While the control group just received common traditional method of grammar teaching, one of the two experimental groups were exposed to teacher’s storytelling aloud and the second one received both teacher’s and students’ storytelling aloud. Data were gathered from two structured interviews, one as a pretest and the other as a posttest, two raters rated each participant’s recorded interviews. While no difference was observed in the performance of the participants on the pretest, one-way ANOVA, paired sample t-test, and multiple comparisonson the posttest scores showed overwhelming support for the inclusion of storytelling in the accuracy of speaking. The results also revealed that the second experimental group outperformed the first experimental group. This confirmed the efficacy of storytelling aloud on improving the accuracy of preintermediate Iranian language learners’ oral production.