A study on kindergarten students’ engagement in learning English through storytelling

Abstract

Teaching English to kindergarten students is somehow challenging because they have unique characteristics such as being very active, easily getting bored, and being distracted. The teachers at this level are required to be creative in designing the lessons, and storytelling can be a powerful technique. This study examines the impact of using short stories on 5-year-old children’s engagement in learning English. The case study involves observing 10 children and interviewing two adept English teachers, the results show a significant, sustained increase in engagement over two weeks. The teachers emphasize short stories’ transformative power. The study concludes with recommendations for consistent short story integration, supported by teacher training, collaborative curriculum design, interactive strategies, continuous assessment, multimodal techniques, and parental involvement to enrich English language instruction for young learners.