Teacher Trainees’ Perspectives on Storytelling in Primary EFL Classrooms
The Case of Online Training to Tell Stories Effectively
The COVID-19 pandemic has obliged EFL teacher trainers to find new pathways to prepare teacher trainees (TTs) for future classrooms. For the TTs enrolled in the Teaching English to Young Learners (TEYLs) course, telling stories effectively is of utmost important. Thus, this study aimed to investigate the TTs’ perspectives on creating and telling storybooks in EFL primary classrooms besides the necessity for being trained to tell stories effectively via their out-of-class video-recorded microteaching sessions. The data were collected via the questionnaire and the focus group interviews. The findings revealed: (1) the TTs approved the necessity of creating and telling stories in primary EFL classrooms, which indicates their developed cognition regarding the pedagogical advantages of telling stories to children; (2) effective and interactive storytelling skills were associated with the story teller’s narration skills, tone of voice, mimicry, gesture, and interaction skills; (3) the TTs were more in favor of the necessity for being trained to tell a story effectively through face-to-face education than through online education despite reporting several pros and cons of both ways; (4) female TTs were more in favour of creating story books and the necessity for being trained to tell a story effectively via face-to-face training.
Agnoletto, R., & Queiroz, V. (2020). COVID-19 and the challenges in Education. Centro de Estudos Sociedade e Technologia, Universidade de Sao Paulo, Bulletin, 5(2), 1-2. Retrieved from http://www.cest.poli. usp.br/download/covid-19-and-the-challengesin-education/
Andrews, D. H., Hull, T. D., & Donahue, J. A. (2009). Storytelling as an instructional method: Descriptions and research questions. Interdisciplinary Journal of Problem-based Learning, 3 (2), 6-23.
Baru, M., Tenggara, W. N., & Mataram, M. U. (2020). Promoting Students‟ Autonomy through Online Learning Media in EFL Class. International Journal of Higher Education, 9(4), 320-331.
Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum
Cho, M. (2017). Pre-service L2 Teacher Trainees’ Reflections: What Do They Focus on. English Teaching, 72(1), 105-129.
Çubukçu, F. (2012). Literature. In Gürsoy, E. & Arıkan, A. (Eds.), Teaching English to young learners: An activity based guide for prospective teachers (pp. 343-353). Ankara: Eğiten Yayıncılık.
Daly, N., & Blakeney-Williams, M. M. (2015). Picturebooks in Teacher Education: Eight Teacher Educators Share their Practice. Australian Journal of Teacher Education, 40(3).
Davis L.L. (1992). Instrument review: getting the most from a panel of experts. Applied Nursing Research. 5 (4), 194–197. DOI: https://doi.org/10.1016/s0897-1897(05)80008-4
Deneme, S. (2020). Teacher Trainees' Opinions Regarding Video-Recorded Microteaching Sessions. Turkish Online Journal of Educational Technology-TOJET, 19(2), 24-33.
Durán, N. C. (2006). Exploring gender differences in the EFL classroom. Colombian Applied Linguistics Journal, (8), 123-136.
Eisenmann, M., & Summer, T. (2020). Multimodal Literature in ELT: Theory and Practice. CLELE Journal, 8(1), 52-73,
Ellis, G., & Brewster, J. (2014). Tell it again: the storytelling handbook for primary English language teachers. London: British Council
Farrell, T. S. (2006). The Teacher is an Octopus’ Uncovering Preservice English Language Teachers’ Prior Beliefs through Metaphor Analysis. Relc Journal, 37(2), 236-248.
Fotiadou, A., Angelaki, C., & Mavroidis, I. (2017). Learner autonomy as a factor of the learning process in distance education. European Journal of Open, Distance and E-learning, 20(1), 95-110.
Gibbs, A. (2012). Focus Groups and Group interviews. In James Arthur, Michael Waring, Robert Coe, & Larry V Hedges (Eds.), Research methods & methodologies in education (pp. 186-192). London: SAGE Publications.
Gillanders, C., & Castro, D. C. (2011). Storybook Reading for Young Dual Language Learners. YC Young Children, 66(1), 91.
Hsu, T. C. J. (2015). Telling tales: Using storytelling to teach EFL kindergarten students in Taiwan. International Journal of Research Studies in Education, 4(4), 13-26.
Johnston, I. & Bainbridge, J. (2013). Reading diversity through Canadian picture books: Pre-service teachers explore issues of identity, ideology and pedagogy. Toronto: University of Toronto Press.
Kiliánová, G. (1999). Women's and men's storytelling: what is the difference? Some observations in contemporary slovak storytelling communities. ELO: Estudos de Literatura Oral, 5, 99-108.
Kovač, S. N. (2016). Picturebooks in Educating Teachers of English to Young Learners. CLELEjournal–Children’s Literature in English Language Education, 4(2), 6.
Keswani, R. N., Sethi, A., Repici, A., Messmann, H., & Chiu, P. W. (2020). How to Maximize Trainee Education during the Coronavirus Disease-2019 Pandemic: Perspectives from around the World. Gastroenterology, 159(1), 26-29.
Lawshe, C. H. (1975). A Quantitative Approach to Content Validity. Personnel Psychology, 28, 563–575.
Lecon, C. (2020). Corona e-learning cocktail: sustainability of university education in times of pandemics. In 2020 15th International Conference on Computer Science & Education (ICCSE) (pp. 57-65). IEEE.
Lwin, S. M. (2016). It’s Story Time!: Exploring The Potential of Multimodality in Oral Storytelling to Support Children’s Vocabulary Learning. Literacy, 50(2), 72–82.
Masoni, L. (2019). Tale, performance, and culture in EFL storytelling with young learners: Stories meant to be told. Cambridge Scholars Publishing.
Mair, O. (2018). Teachers’ Attitudes to Using Picturebooks in the L2 Classroom. In Mair, O. & Murphy, A. (Eds.) English for young learners from pre-school to lower secondary: A CLIL teacher training project in Italian schools (99-114), 27, 99.
Meyerson, P. M. (2006). Using Children’s Picturebooks as Tools to Facilitate Undergraduates’ Learning. College Teaching, 54(3), 259-262.
Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook qualitative data analysis. Thousand Oak, London, New Delphi, CA:Sage.
Moon, J. (2000). Children learning english. Hong Kong: Macmillan Publishers Limited.
Moon, J. & De Backer, C. (2013). The Design and Pilot Evaluation of an Interactive Learning Environment for Introductory Programming Influenced by Cognitive Load Theory and Constructivism. Computers & Education. 60(1), 368–384.
Nasr, N. (2020). Teachers as Students. The Electronic Journal for Research in Science & Mathematics Education, 24(2), 168-171.
Novasyari, R. (2019). Significant Roles of Children’s Literature in EFL. Global Expert: Jurnal Bahasa dan Sastra, 8(1).
Onwuagboke, B. B. C., Osuala, R. C., & Nzeako, R. C. (2017). The Impact of Microteaching in Developing Teaching Skills among Pre-Service Teachers in Alvan Ikoku College of Education Owerri, Nigeria. African Research Review, 11(2), 237-250.
Pardede, P. (2021). A Review of Current Conceptual Research on Short Stories Use in EFL Classrooms. JET (Journal of English Teaching), 7(1), 31-42.
Porras González, N. I. (2010). Teaching English through Stories: A Meaningful and Fun Way for Children to Learn the Language. Profile Issues in Teachers Professional Development, 12(1), 95-106.
Pozo-Rico, T., Gilar-Corbí, R., Izquierdo, A., & Castejón, J. L. (2020). Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study. International Journal of Environmental Research and Public Health, 17(22), 8633.
Read, C. (2006). Supporting Teachers in Supporting Learners. In Enever, J. & Schmid-Schönbein, G. (Eds.). Picture books and young learners of English (pp. 11-22). Langenscheidt.
Read, C. (2007). 500 Activities for the primary classroom. Australia: Macmillan Education.
Satriani, I. (2019). Storytelling in Teaching Litearcy: Benefits and Challenges. English Review: Journal of English Education, 8(1), 113-120.
Tischler, L. (1996). Introduction to sociology. Sixth edition. Harcourt Brace College publishers. USA.
Vojtková, N. (2006). What do Teachers Find Challenging in Introducing Picture Storybooks? In Enever, J. (Ed.), Proceeding. Picture books and young learners of English. MAFF series, Mnichov, Německo: Langenscheidt ELT GmbH, Munchen, pp. 109-113. Retrieved from file:///C:/Users/sule/Downloads/ Picturebooks_and_young_learners_of_Engli.pdf
Yastibas, A. E. (2021). Preparing Preservice English Language Teachers to Teach at Unprecedented Times: The Case of Turkey. JET (Journal of English Teaching), 7(1), 1-14.
Copyright (c) 2021 JET (Journal of English Teaching)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyrights for articles published in JET are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.