The impact of using storytelling on pronunciation in English major student - teachers

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Varangkana Pusiripinyo

Abstract

This research aimed at studying the impact of using a storytelling approach on English pronunciation in order to develop speakers’ ability. The sample, recruited from the simple random method, included 27 student-teachers who were the English major students from the Faculty of Education, Phetchabun Rajabhat University. The research instruments comprised 1) lesson plans for using storytelling to develop students’ pronunciation ability; 2) the pre-test and the post-test for testing students’ pronunciation accuracy; and 3) students’ logbooks for self-development observation. The statistical measurements included means, standard deviation, and t-test, respectively. In terms of qualitative analysis, the content analysis method was adopted to analyze such data. This study revealed that 1) the efficiency criteria of the lesson plans were 78.97/75.31, which was higher than the expected criteria of 75/75; 2) the post-test average scores of those student teachers’ pronunciation ability were higher than the pre-test score at the 0.05 level of significance after being practiced by this approach; and 3) in terms of the qualitative findings, the respondents reflected their views on their English pronunciation development and problems, namely self-confidence development, storytelling technique development, English skills development in general, self-correcting and self-internalizing with regard to marked sounds, and acknowledging storytelling’s value.

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บทความวิจัย (Research Articles)

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