Effects of using storytelling-based approach to teach primary students English grammar

The study investigates the effect of using storytelling-based approach to teach EFL primary students English grammar in a local school. There were 12 to 14 P.3 Chinese speaking students participated in this study. All these students were newly-arrived to Hong Kong who only been in Hong Kong ranging from half to several months at the beginning of this small-class teaching English remedial course. A pretest developed by the researcher of this study was administered to the pupils before conducting each experimental lesson. During the treatment lessons, story books were used as the course books with the incorporation of task-based learning and a mixed approach of inductive and deductive grammar learning method. After each treatment, students were provided with a posttest in order to evaluate the degree of efficacy in using storytelling-based learning approach in teaching. After 4 pair of trials, the efficacy of using storytelling-based approach in English grammar learning was calculated and assessed using a statistical package namely SPSS. The results revealed a significant difference for students receiving the treatments in English Grammar Learning, indicating the effects of the storytelling-based approach in teaching EFL primary students grammar.