Storytelling as a means of teaching effective communication in a foreign language
Abstract
The research investigates the ways in which storytelling enhances cognitive engagement, critical thinking, linguistic development, and emotional involvement, ultimately leading to improved language acquisition and communication skills. Drawing upon theoretical frameworks from cognitive psychology, educational linguistics, and neuroscience, the study demonstrates that narratives facilitate learning by embedding linguistic structures within meaningful contexts. Empirical evidence substantiates the claim that storytelling activates multiple cognitive and emotional pathways, thereby enhancing information retention, motivation, and active participation. Storytelling proves to be vital in promoting social interaction, knowledge negotiation, and peer scaffolding within collaborative learning environments.
The research methodology comprises a comparative analysis of traditional communicative approaches versus modified storytelling techniques implemented with first-year university students majoring in English translation at Borys Grinchenko Kyiv Metropolitan University. Both quantitative and qualitative data were gathered through structured assessments, semistructured interviews, and classroom observations. Statistical analysis affirmed the positive influence of storytelling-based instruction on students’ language proficiency, revealing significant improvements in the experimental group’s speaking skills, levels of engagement, and retention of lexical and grammatical structures. The task-based storytelling activities, which enable learners to actively create narratives, engage in problem-solving, and enhance their creative and analytical thinking skills facilitate students’ ability to contextualize language use by immersing them in authentic and semi-authentic discourse patterns. Incorporating storytelling into foreign language instruction aligns with modern pedagogical frameworks that prioritize experiential learning, student-centered approaches, and multimodal engagement.
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References
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