12

2.2. History of Storytelling 15

2.2.1. Storytelling in the English Language Classroom 16

2.2.2. Communicative Language Teaching (CLT) and

Storytelling 17

2.2.3. Storytelling and Task-based Language Teaching 19

2.2.4. The National Curriculum, Communicative Language 20

Teaching (CLT) and Storytelling

2.2.5. Learner Autonomy and Storytelling 21

2.2.6. Multiple Intelligences (MI) and Storytelling 22

2.2.7. Rationale for Storytelling 24

2.2.8. Studies on Storytelling 24

2.3. Role playing 26

2.3.1. Role playing and Task-based Language Teaching 26

(TBLT)

2.3.2. Advantages of Role playing 27

2.3.3 Disadvantages of Role playing 31

2.3.4. Rationale for Using Role playing 32

2.4 Motivation 34

2.4.1. Types of Motivation 37

2.4.1.1 Instrumental and Integrative Motivation 37

2.4.1.2 Intrinsic and Extrinsic Motivation 38

2.5.Theories and Constructs Reflecting Motivational Beliefs 39

and Attitudes

2.5.1 Attribution Theory 39

2.5.2 Self- efficacy 41

2.5.3 Mastery Experience 41

2.5.4Social Modeling 41

2.5.5.Social Persuasion 42

2.5.6.Psychological Response 42

2.5.7.Self – worth Theory 43

2.5.8.Goal Theories 43

2.5.9. Self – Determination Theory (SDT) 44

 

CHAPTER III: METHODOLOGY 46

3.1. Introduction 47

3.2. Participants 47

3.3. Instrumentations andMaterials 48

3.3.1. Tests 48

3.3.1.1. The Preliminary English Test (PET) 48

3.3.1.2. Attitude and Motivation Test Battery a 50

Pretest and a Posttest

3.3.2. Materials 51

3.3.2.1. Main Course Book for Both Groups

3.3.2.2. Flashcards and Posters for Both Groups 51

3.4. Procedure 51

3.5. Design 54

3.6. Statistical Analyses 55

CHAPTER IV: RESULTS AND DISCUSSION 56

4.1. Introduction 57

4.2. Participant Selection 57

4.2.1 PET Pilot Study 58

4.2.1.1 PET Administration for Homogenizing 59

the Participants

4.2.2. Inferential Statics 67

4.2.2.1. Post-Test Results 71

4.2.2.2. Post-Test Descriptive Statistics 71

4.3. Testing the Null Hypotheses 74

4.4. Discussion 75

CHAPTER V: CONCLUSION AND PEDAGOGICAL 82

IMPLICATIONS

5.1. Introduction 83

5.2. Summary of the Findings 83

5.3. Pedagogical Implications 85

5.3.1. Implication for EFL Teachers 85

5.3.2. Implication for EFL Syllabus Designers 86

5.4. Suggestions for Further Research 87

REFERENCES 89

APPENDICES 97

Appendix A: Preliminary English Test (PET) 98

Appendix B: Appendix B: Writing Rating Scale 120

Appendix C: Attitude and Motivation Test Battery 122

by Gardner, 1985 (AMTB)

Appendix D: Sample Lesson 126

 

LIST OF TABLES AND FIGURES

 

Table 4.1 Descriptive Statistics of the PET Pilot Administration 58

Table 4.2 Reliability Estimates of the PET before and after Removing 59

Malfunctioning Items

Table 4.3 Reliability of the PET in First Homogenization 60

Table 4.4 Descriptive Statistics of the Two Ratings of PET Writing 60

Section (First Homogenization)

Table 4.5 Correlation between the Two Ratings of the PET 61

Writing Tasks (First Homogenization)

Table 4.6: Descriptive Statistics of Total PET (First Homogenization) 62

Table 4.7 Reliability of the PET (Second Homogenization) 62

Table 4.8 Descriptive Statistics of the Two Ratings of PET Writing 63

Section (First Second Homogenization)

Table 4.9 Correlation between the Two Ratings of the PET Writing 64

Tasks (Second Homogenization)

Table 4.10 Descriptive Statistics of Total PET (Second Homogenization) 64

Table 4.11 Descriptive Statistics of the Total PET Scores of the Two 65

Experimental Groups

Table 4.12: Independent Samples Test on the Total PET at the Onset 66

Table 4.13: T-test for both experimental groups 67

Table 4.14: Paired Samples Test for the experimental group 1 68

Table 4.15: Paired Samples Test for the experimental group 2 69

Table 4.16: Independent Samples Test Experimental 1 70

and Experimental 2 (Pretest)

Table 4.17: Descriptive Statistics of the motivation Post-test 72

Table 4.18: Independent Samples Test Experimental 1 74

and Experimental 2(Posttest)

Figure 4.1: Scatter Plot of Descriptive Statistics of the motivation Post-test

 

 

 

 

 

CHAPTER I

 

BACKGROUND AND PURPOSE

 

 

 

1.1 Introduction

Scholars in the field of teaching and learning English as a foreign or second language have long been concerned with finding ways to increase the learners’ motivation and removing the barriers they bring with themselves into the educational environment. Incorporating different instructions and techniques into the classroom adds variety as well as opportunities for a lot of language production. Some believe that these techniques can be used as integral part of the class. Using storytelling and role playing in EFL classes have gained special attention in recent years. If the teacher believes that the activity will work and the necessary support is provided, it can be very successful. However, if the teacher is not convinced about the validity of using role-play, the activity “will fall flat on its face just as you expected it to” (Ladousse, 1987, p.7). A widely spread and one of the best communicative activities as well as cooperative learning is a role play which trains the students in the classroom to cope with unpredictable real-life situations in an English speaking environment. Ladousse (1987) points out the special reasons for using role play in the lessons. It puts students in situations in which they are required to use and develop language necessary in social relationships and helps them to build up their social skills. Using role play is useful especially while teaching shy students who have difficulty participating in conversations about themselves. Through this activity they are put into various roles and no longer feel that their own personality is implicated. Role play is an essential communicative technique which develops fluency, promotes interaction in the classroom and increases motivation.

Nowadays, with the development of communication technology, the necessity of learning English as one of the most important languages of the world became more apparent. Therefore, the need for learning communicative skills increases. On important issue in teaching – learning settings is psychological ones like stress, anxiety, and motivation. The present study deals with the effect of two applicable instructions of teaching on motivation. It is important that educators recognize the impact of the tasks on their students and ensuring that they are considering learners academic and emotional needs.

However, storytelling has a strong effect on learners’ perception and comprehension. Baker and Greene (1977) assert “storytelling increases the listeners’ awareness-sense of wonder, of mystery, of reverence for life” (p.17).