1.7. Limitations and Delimitation                                                                           9

 

1.7.1. Limitations                                                                                              9        1.7.2. Delimitation                                                                                                   10

 

 

 

CHAPTER II: REVIEW OF THE RELATED LITERATURE                      11

 

2.1. Introduction                                                                                                   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 and Materials                                                                       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).