Using Storytelling as a Pedagogical Tool in Second Language Learning

This literature review examines the benefits of using storytelling as a pedagogical tool to enhance language and literacy skills in second language (L2) classrooms. The review begins by outlining the conceptual framework, emphasizing the importance of verbal skills, imagination, and writing skills, and the development of a love for the language. It then discusses the importance of research methodologies, research philosophy (positivist approach), and research approach (deductive approach). The case study method is employed to analyze the benefits of storytelling, including improved verbal skills. The review explores how storytelling creates a comfortable learning environment, encourages active participation, and improves overall language acquisition. The review synthesizes existing literature to highlight storytelling's effectiveness in engaging students, improving their linguistic capabilities, and fostering a deeper understanding of the second language and its associated culture. The author references various scholars and their contributions to the field of educational research, emphasizing the importance of adapting teaching methods to the changing needs of a globalized world.

Running head: LITERATURE REVIEW
Literature Review
Name of the Student
Name of the University
Author Note

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Table of Contents
Chapter 2: Conduction of Literature Review...................................................................................2
2.0 Over view...............................................................................................................................2
2.1 Conceptual Frame work.........................................................................................................2
2.2 Importance of research methodologies..................................................................................3
2.3 Research philosophy..............................................................................................................3
2.3.1 Research philosophy present in the literature review.....................................................4
2.4 Research approach.................................................................................................................4
2.4.1 Deductive research approach used in literature review..................................................5
2.5 Research Strategy..................................................................................................................6
2.5.1 Case study method used in literature review..................................................................6
2.5.2 The benefits of using storytelling as a pedagogic tool to enhance learners’ language
and literacy skills in the second language classroom..............................................................7
2.6 Literature Gap......................................................................................................................10
2.7 Summary..............................................................................................................................11
References:....................................................................................................................................12

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Chapter 2: Conduction of Literature Review
2.0 Over view
The purpose of this research study is to examine the benefits of using storytelling as a
pedagogic tool to enhance learners’ language and literacy skills in the second language
classroom. In this context, this section of the paper discuss the importance of second language
and how pedagogical tools are used in a class room to teach the students. The importance of
storytelling has also been noted in this section while its benefits for teaching a second language
class room has been examined in detail. To this extent, the opinions and the view points of the
various scholars who have made significant contribution in the relevant field, have been taken in
to consideration.
2.1 Conceptual Frame work
The benefits of using storytelling
as a pedagogic tool to enhance
learners’ language and literacy
skills in the second language
classroom
Improvement of verbal skills
Development of love for the
language and the stories
Improvement in the imagination
skills
Improvement of writing skills
Encouraging active participation in
the development of stories

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Source: Created by Author
2.2 Importance of research methodologies
In order to effectively execute a research study, there is a need to collect information
from the various sources so as to understand the existing literature in the relevant field of study
(Bound, Chia and Chee 2018). For this purpose, the academic books, journals, research articles
and official government websites are used in order to collect the data. Besides such secondary
sources of data, data can also be collected from the targeted population itself so as to understand
the opinions of the individuals. In this context, the data is collected through surveys,
questionnaire and interviews (Wellington 2015).
A research is conducted with the aid of different kinds of methodologies which have been
discussed in the following sections. An educational research is significantly difficult to conduct
since the existing theories need to be connected with the prevailing information in the field
(Oliveira et al. 2019). In this context, the researcher has tried to use different research
methodologies in order to conduct an efficient research investigation.
2.3 Research philosophy
A research needs to be based on a particular research philosophy which determines the
angle or the lens through which the research would be studied. In the field of research, there are
primarily three different forms of research philosophies such as that of positivist research
philosophy, interpretivist research philosophy and that of pragmatist research philosophy. In a
positivist research philosophy, the researcher tries to undertake a scientific outlook to the study
under investigation (Gunckel, Covitt and Salinas 2018). Thus, more importance is placed on
facts and figures. On the other hand, in an interpretivist research philosophy, the researcher

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places more emphasis on the opinions and viewpoints of the earlier scholars. A pragmatist
research philosophy tries to use the philosophical basis of the information in order to approach
the research study (Riley 2019).
2.3.1 Research philosophy present in the literature review
The researcher has attempted to utilize the positivist research paradigm while trying to
collect the relevant information in the field of educational research. The purpose of the study is
to understand the benefits of using storytelling as a pedagogic tool to enhance learners’ language
and literacy skills in the second language classroom.
According to Ahmadi (2016), the aspect of globalization has led to the intermingling of
the various cultures around the world. The migration of people from one pace to another, in
search of a better educational opportunity and a consequent, decent standard of living, has
increased the factor of multiculturalism in the world. As stated by Alizadeh (2016), this has led
to the rise of the importance of learning a second language within the educational institutions as
it would make an important contribution to the development of the children in a holistic manner.
As opined by Hyland (2019), such children would be able to understand the integrity of the other
cultures and would also be able to speak the language which is desired by in the country they are
planning to migrate to, for the pursuance of their future endeavors.
In this context, the researcher has been able to undertake a scientific view of the study
whereby the aspect of globalization and migration and its influence on the field of education has
been observed. This has allowed the researcher to remain objective in his analysis and account
for the changes in the environment to understand the changes in the sphere of education (Johnson
2017).

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2.4 Research approach
The two various kinds of research approaches which are used in the context of a research
study are the deductive research approach and the inductive research approach. Deductive
research approach tries to use the existing theories and opinions of the scholars who have written
credible literary sources, contributing to the relevant field of study. On the other hand, the
inductive approach tries to create its own theory by utilizing the sources of literature (Wellington
2015).
2.4.1 Deductive research approach used in literature review
In the context of this research study, the researcher has made use of the various literary
sources and the existing theories in the field of educational research. The purpose of this research
study is to examine the benefits of using storytelling as a pedagogic tool to enhance learners’
language and literacy skills in the second language classroom. As a regard, it has looked at the
various literary sources which speaks about the importance of second language and how the
aspect of storytelling can be sued in order to conduct the research.
As argued by Gass (2017), for the learning of a second language, there is first the need to
effectively teach such a language to the students. In this context, the role of the teachers is
highlighted. As stated by Ismail (2017), the educators have the significant obligation of ensuring
that the students are able to imbibe all the information and knowledge imparted to them since the
learning of a foreign language is not easy. The students are required to speak in a language which
is not their native tongue and for thus, according to Nassaji (2016), there is first the need to
understand the culture of that language, the importance of learning it and the places where it can
be used.

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According to Lou and Noels (2019), the learning of a second language is highly
influenced by the contribution which can be made by such a learning. The aspect of globalization
has installed the necessity of accepting the multicultural nature of the world and to create a world
filled with peace and tolerance. According to Saville-Troike and Barto (2016), for this, the
learning of a language which is not native to one’s own is important since it would lead to the
inculcation and development of a tolerant nature within the individuals. Furthermore, as opined
by Wan (2017), another significant contribution that would be brought about by the learning of a
second language, is that it would equip the students with the knowledge which is necessary for
communicating in the place of their choice. For instance, as stated by Long (2017), if the
language of English is taught as a second language, then the students would be able to
understand and communicate with more than half the population of the world, since such
individuals are also well-versed in the language of English.
This shows that the existing theories and opinions of the scholars in the field of
educational research have been analyzed and examined while collecting the data for the
execution of the research study under investigation.
2.5 Research Strategy
In the conduction of a research, several strategies are used such as that of case study
research, action research, interview method and that of survey method. They help the researcher
to collect the relevant data and make use of it within the understanding of the research work. The
case study method refers to the use of the previous cases of study in the related field so as to
gather the relevant data (Wellington 2015). Action method implies the actual work done by the
researcher in the field so as to collect the data. Interview method and survey method includes the
use of questionnaires in order to collect the data from the targeted group of individuals.

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2.5.1 Case study method used in literature review
The method of case study has been used in order to collect the data for the research study
under scrutiny. It has allowed the researcher to place more focus on the existing information and
to judge how the use of storytelling in the field of education developed across the ages in order to
be used as a qualified tool of teaching of second language. In this context, the researcher has
listed several advantages of the use of storytelling which have been observed in this field.
2.5.2 The benefits of using storytelling as a pedagogic tool to enhance learners’ language
and literacy skills in the second language classroom
There are certain benefits which are attached to the pedagogical tool of storytelling which
is used in the class rooms. Such benefits become all the more significant when in the case of the
teaching of a second language. According to Niemi et al. (2019), it is a challenge to the educators
to teach a foreign language to the students since a child is usually oriented to think and
communicate in one language only. Thus, the grammatical structures, the spellings, the usage
and the verbs of the second language, all need to the taught to the students in a manner in which
any other subject is taught. The manner in which such languages are taught, therefore, plays a
significant role, since it depends upon such pedagogical strategies on the extent of inculcation of
information by the students.
The benefits of using storytelling as a pedagogic tool to enhance learners’ language and
literacy skills in the second language classroom have been examined and discussed as below.
2.5.2.1 Improvement of verbal skills
According to Calloway-Thomas (2017), the learning of a second language is not easy
since there are a lot of objective information regarding the language which need to be remembers
by the student. The aspect of storytelling constitutes the provision of a comfortable and safe

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environment in the class room where the student can learn without feeling pressurized. The
speaking of the second language is the first significant step in its effective learning. In this
context, the educators can encourage the students to speak in the second language in the class
room. They would be free to make errors which would be rectified by the teacher. Thus, as stated
by Satriani (2019), the more the students are able to communicate with their teachers in the class
room in a verbal manner, speaking in the second language, the more they would become
comfortable in speaking in that tongue.
In this context, it needs to be understood that the aspect of storytelling is able to improve
upon the verbal skills of the students. The teachers try to engage them in the process of
communication. According to Agosto (2016), the teachers talk about the cultural back ground of
the language which is being taught to them and about its importance. The students are
encouraged to speak in the second language and engage with the teachers.
The data gathered with the aid of secondary source of data collection has enabled the
researcher to take in to consideration the various opinions of the scholars. The improvement in
the verbal skills as linked with the use of storytelling as a pedagogical tool has been examined as
a result of such secondary resources.
2.5.2.2 Development of love for the language and the stories
According to Psomos and Kordaki (2018), the second most important benefit of using
storytelling as a pedagogic tool to enhance learners’ language and literacy skills in the second
language classroom is that it aids in the development of love for the language which is being
taught. As opined by Povey (2019), the aspect of storytelling which is used as a pedagogical tool
by the educators is used by them to tell the students about the culture of a language. Every
language has a particular culture behind it which led to its development. The understanding of

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this culture would lead the students to relate much better with the langue itself. For instance, if
the student has an idea of the customs and the traditions of the vulture, the way the culture
develop and the root words of the culture which led to the development of the language, then the
students would be able to speak the language in an effective manner. As opined by Çapan
(2020), this extent of comfort with the language is developed by the students with the aid of
storytelling.
This benefit could also been observed as a result of reading the different literary sources
which deals with the benefit of storytelling as a pedagogical tool in the field of education. The
researcher was able to understand how storytelling can be utilized in the context of second
language teaching.
2.5.2.3 Improvement in the imagination skills
A third benefit of using storytelling as a pedagogic tool to enhance learners’ language and
literacy skills in the second language classroom is that it leads to the improvement in the
imagination skills of the students. According to Agosto (2016), the teachers use stories in order
to teach the subject of second language to the students. This aids in the development of their
literacy skills as the students are able to visualize the words taught to them. The aspect of
storytelling includes the use of objects by the teachers. The students would be required to
identify the objects in the language which is being taught to them. This interactive session in the
class rooms is considered to be important since the students are able to enjoy the process. In the
event that they get it wrong or make a mistake in pronunciation, then they would be rectified by
the teacher during that time itself. As opined by Povey (2019), the use of such objects and
storytelling is essential since it allows the students to make sense of what is being taught to them.
Furthermore, they are encouraged to use subjective means to learn the language which means the

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use of objects and stories. This ensures that they are able to learn the culture of the language and
not simple the technicalities involved in learning the language.
2.5.2.4 Improvement of writing skills
According to Satriani (2019), another benefit of using storytelling as a pedagogic tool to
enhance learners’ language and literacy skills in the second language classroom is that it leads to
the improvement of the writing skills of the students. As opined by Çapan (2020), this is
essential to understand because the learning of a second language is only considered to be
complete when the student is able to properly communicate, understand and write in that
language. The pedagogical tool of storytelling is used by the teachers to inspire the students to be
aware of the cultural back ground of the student. According to Psomos and Kordaki (2018),
stories is used by the teachers in the form of teaching the language to the students where they
would be required to write a particular word or a sentence in the second language. In the event
that they get it correct, then the teacher would be able to move forward with the story.
2.5.2.5 Encouraging active participation in the development of stories
As opined by Tomczyk et al. (2019), a benefit of using storytelling as a pedagogic tool to
enhance learners’ language and literacy skills in the second language classroom is that it
encourages the active participation of both the teachers and the students in the development
process of the stories. The teachers try to encourage the student to pay more active attention in
the class by asking them to participate in the process of learning. According to Kortegast and
Davis (2017), if the students themselves are involved in the process of storytelling, then they
would be able to speak and write in the second language. This, consequently, would lead to the
development of the second language within the students as they would be more involved in the
process of its impartation and effective learning.

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The secondary source of data collection has enabled the researcher to lay a significant
emphasis on the opinions of the past scholars, thereby creating a validated and reliable research
study.
2.6 Literature Gap
After the examination of all the various sources of literature, it can be seen that the
scholars have placed more attention on how the pedagogical tool would be used as a method of
storytelling for improving the language acquisition skills and literary skills in the context of
second language learning. However, they have not identified the extent of effectiveness and the
benefit of using this pedagogical method. The purpose of this research paper is to analyze the
benefits of using storytelling as a pedagogic tool to enhance learners’ language and literacy skills
in the second language classroom. In this context, it has been able to look at the benefit of
storytelling as an instrument of pedagogical method.
2.7 Summary
To summarize, the main purpose of this research study is to scrutinize the benefits of
using storytelling as a pedagogic tool to enhance learners’ language and literacy skills in the
second language classroom. In this context, this section on literature review has looked in to the
opinions and the viewpoints advanced by the earlier scholars and authors who have written in
this field. The meaning of pedagogical tools, their use in the class room environment and their
significance, have been examined. Furthermore, this section has been able to explain in a
detailed and comprehensive manner about the various benefits which arises through the use of
using storytelling as a pedagogic tool to enhance learners’ language and literacy skills in the
second language classroom. A literature gap has also been identified which this research
investigation seeks to fulfill.