Using Storytelling in Teaching English in Palestinian Schools: Perceptions and Difficulties

Awad Sulaiman Keshta

doi:doi:10.11648/j.edu.20130202.11

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Using Storytelling in Teaching English in Palestinian Schools: Perceptions and Difficulties

Awad Sulaiman Keshta

Published in Education Journal (Volume 2, Issue 2)

Published: 10 March 2013

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Abstract

This study aimed at investigating the use of storytelling technique in teaching English in Palestinian Public and UNRWA schools from the teachers' perspectives and the difficulties facing the teachers. To achieve the aim of the study, the researcher conducted an interview consisting of five questions. The sample of the study consisted of 60 teachers. The interview was conducted on the sample of the study inquiring about their gender, qualifications (diploma, BA, M.ED), institution (UNRWA, Public schools) and period of teacher's experience (from 1-5 years, from 5- 10 years, up to 10 years). The study findings revealed that teachers, regardless the previous variables, don’t know the exact definition of the storytelling technique. In addition, they use this technique SOMETIMES. Moreover, most of them see that this technique makes students happy and get them memorize the story being taught. Finally, 90 % of the teachers find that this technique is difficult to use, needs time to be applied and causes noise. In light of the study results, the researcher recommends that education stakeholders should train teachers on the use of this technique because it is an important technique to get students memorize the lesson being taught and it also attracts students' attention, and it improves their prediction skills.

Published in	Education Journal (Volume 2, Issue 2)
DOI	10.11648/j.edu.20130202.11
Page(s)	16-26
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2013. Published by Science Publishing Group

Keywords

Education,Storytelling, Teaching English

References

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[2]	Belmonte, I.A and Verdugo, D.R (2007). Using Digital Stories To Improve Listening Comprehension With Spanish Young Learners Of English.
[3]	Craig, S., Hull, K., Haggart, A. & Crowder, E. (2001). Sto-rytelling: Addressing the literacy needs of diverse learners.The council for exceptional children, 33(5), 44-51.
[4]	Commeyras, M. and Hu, R.(2008)"A Case Study: Emergent Biliteracy in English and Chinese of a 5-Year-Old Chinese Child with Wordless Picture Books" Reading Psychology,p. 1. 30. viewed 24.
[5]	Egan, K.(1995)Narrative and learning :A voyage of implica-tions :Teachers College Press.
[6]	Green, M. & Brock, T. (2000). The role of transportation in the persuasiveness of public narratives. Journal of Personality and Social Psychology, 79, 401-421.
[7]	Green, M.(2004) Storytelling in Teaching. The Association for Psychological Science April 2004 Volume 17, Number 4.
[8]	Hentihu , I.K (2010) Listening comprehension. The Teaching of Listening at Faculty of Letter State University of Malang Thesis Proposal.
[9]	King, N. (2007)"Developing Imagination, Creativity, and Literacy through Collaborative Storymaking: A Way of Knowing". Harvard Educational Reviewed77, 2, p.204-227.
[10]	Lin,L.F. (2010) The Impact of the Retelling Technique on Chinese Students. English Reading Comprehension.National Taiwan Ocean University Taiwan Australian Journal of Early Childhood Australian Inc,vol.25& 12, Issue 2 no.3, p.1-5.
[11]	McDrury, J., &Alterio, M. (2003). Learning through story-telling in higher education. Sterling, VA: Kogan Page Limited.
[12]	Mello, R. (2001). The power of storytelling: How oral narrative influences children’s relationships in classrooms. International Journal of Education and the Arts. 2(1).
[13]	Niemann, H. (2003), Learning English through story books. Retrieved December 12, 2012 from http:// www www.eltforum.com/
[14]	O'MALLEY.J.M , CHAMOT.A.U, and KÜPPER,L (2009) Listening Comprehension Strategies in Second Language Acquisition Georgetown University , InterAmerica Research Associates , Interstate Research Associates.Oxford University Press.
[15]	Parr, M. & Campbell, T. (2007). Teaching the language arts: Engaging literacy practices. Toronto, ON: Wiley & Sons.
[16]	Pellowski A. (1990) The world of storytelling. Expended and revised edition. A practical guide.
[17]	Poveda, D.I. and Cuevas, I. (2008)"Literacy voices in inte-raction in urban Storytelling events for children". Linguistics & Education. 19, 1, p37-55.
[18]	Reilly R. ( 2007 ) STORYTELLING: PATHWAY TO LI-TERACY. Unpublished M. Ed. thesis. The Evergreen State College
[19]	Shelly.J. (2010) Read it again please! The importance of story time. Available in: http://www.awakeparent.com
[20]	Wojciechowicz, L. (2003). The power of storytelling: 8 reasons for infusing storytelling into your curriculum. South Mountain Community College Storytelling Institute.

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Awad Sulaiman Keshta. (2013). Using Storytelling in Teaching English in Palestinian Schools: Perceptions and Difficulties. Education Journal, 2(2), 16-26. https://doi.org/10.11648/j.edu.20130202.11

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Awad Sulaiman Keshta. Using Storytelling in Teaching English in Palestinian Schools: Perceptions and Difficulties. Educ. J. 2013, 2(2), 16-26. doi: 10.11648/j.edu.20130202.11

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Awad Sulaiman Keshta. Using Storytelling in Teaching English in Palestinian Schools: Perceptions and Difficulties. Educ J. 2013;2(2):16-26. doi: 10.11648/j.edu.20130202.11

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@article{10.11648/j.edu.20130202.11,
  author = {Awad Sulaiman Keshta},
  title = {Using Storytelling in Teaching English in Palestinian Schools: Perceptions and Difficulties},
  journal = {Education Journal},
  volume = {2},
  number = {2},
  pages = {16-26},
  doi = {10.11648/j.edu.20130202.11},
  url = {https://doi.org/10.11648/j.edu.20130202.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20130202.11},
  abstract = {This study aimed at investigating the use of storytelling technique in teaching English in Palestinian Public and UNRWA schools from the teachers' perspectives and the difficulties facing the teachers. To achieve the aim of the study, the researcher conducted an interview consisting of five questions. The sample of the study consisted of 60 teachers. The interview was conducted on the sample of the study inquiring about their gender, qualifications (diploma, BA, M.ED), institution (UNRWA, Public schools) and period of teacher's experience (from 1-5 years, from 5- 10 years, up to 10 years). The study findings revealed that teachers, regardless the previous variables, don’t know the exact definition of the storytelling technique. In addition, they use this technique SOMETIMES. Moreover, most of them see that this technique makes students happy and get them memorize the story being taught. Finally, 90 % of the teachers find that this technique is difficult to use, needs time to be applied and causes noise. In light of the study results, the researcher recommends that education stakeholders should train teachers on the use of this technique because it is an important technique to get students memorize the lesson being taught and it also attracts students' attention, and it improves their prediction skills.},
 year = {2013}
}

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TY - JOUR
T1 - Using Storytelling in Teaching English in Palestinian Schools: Perceptions and Difficulties
AU - Awad Sulaiman Keshta
Y1 - 2013/03/10
PY - 2013
N1 - https://doi.org/10.11648/j.edu.20130202.11
DO - 10.11648/j.edu.20130202.11
T2 - Education Journal
JF - Education Journal
JO - Education Journal
SP - 16
EP - 26
PB - Science Publishing Group
SN - 2327-2619
UR - https://doi.org/10.11648/j.edu.20130202.11
AB - This study aimed at investigating the use of storytelling technique in teaching English in Palestinian Public and UNRWA schools from the teachers' perspectives and the difficulties facing the teachers. To achieve the aim of the study, the researcher conducted an interview consisting of five questions. The sample of the study consisted of 60 teachers. The interview was conducted on the sample of the study inquiring about their gender, qualifications (diploma, BA, M.ED), institution (UNRWA, Public schools) and period of teacher's experience (from 1-5 years, from 5- 10 years, up to 10 years). The study findings revealed that teachers, regardless the previous variables, don’t know the exact definition of the storytelling technique. In addition, they use this technique SOMETIMES. Moreover, most of them see that this technique makes students happy and get them memorize the story being taught. Finally, 90 % of the teachers find that this technique is difficult to use, needs time to be applied and causes noise. In light of the study results, the researcher recommends that education stakeholders should train teachers on the use of this technique because it is an important technique to get students memorize the lesson being taught and it also attracts students' attention, and it improves their prediction skills.
VL - 2
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Awad Sulaiman Keshta

College of Education, The Islamic University of Gaza (IUG), Palestine

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APA Style

Awad Sulaiman Keshta. (2013). Using Storytelling in Teaching English in Palestinian Schools: Perceptions and Difficulties. Education Journal, 2(2), 16-26. https://doi.org/10.11648/j.edu.20130202.11

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ACS Style

Awad Sulaiman Keshta. Using Storytelling in Teaching English in Palestinian Schools: Perceptions and Difficulties. Educ. J. 2013, 2(2), 16-26. doi: 10.11648/j.edu.20130202.11

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AMA Style

Awad Sulaiman Keshta. Using Storytelling in Teaching English in Palestinian Schools: Perceptions and Difficulties. Educ J. 2013;2(2):16-26. doi: 10.11648/j.edu.20130202.11

Copy | Download

@article{10.11648/j.edu.20130202.11,
  author = {Awad Sulaiman Keshta},
  title = {Using Storytelling in Teaching English in Palestinian Schools: Perceptions and Difficulties},
  journal = {Education Journal},
  volume = {2},
  number = {2},
  pages = {16-26},
  doi = {10.11648/j.edu.20130202.11},
  url = {https://doi.org/10.11648/j.edu.20130202.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20130202.11},
  abstract = {This study aimed at investigating the use of storytelling technique in teaching English in Palestinian Public and UNRWA schools from the teachers' perspectives and the difficulties facing the teachers. To achieve the aim of the study, the researcher conducted an interview consisting of five questions. The sample of the study consisted of 60 teachers. The interview was conducted on the sample of the study inquiring about their gender, qualifications (diploma, BA, M.ED), institution (UNRWA, Public schools) and period of teacher's experience (from 1-5 years, from 5- 10 years, up to 10 years). The study findings revealed that teachers, regardless the previous variables, don’t know the exact definition of the storytelling technique. In addition, they use this technique SOMETIMES. Moreover, most of them see that this technique makes students happy and get them memorize the story being taught. Finally, 90 % of the teachers find that this technique is difficult to use, needs time to be applied and causes noise. In light of the study results, the researcher recommends that education stakeholders should train teachers on the use of this technique because it is an important technique to get students memorize the lesson being taught and it also attracts students' attention, and it improves their prediction skills.},
 year = {2013}
}

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