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A Meta-Analysis of the Effects of Storytelling on English Language Learning

  • Modern English Education
  • Abbr : MEESO
  • 2022, 23(2), pp.33-51
  • DOI : 10.18095/meeso.2022.23.2.33
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching
  • Received : April 30, 2022
  • Accepted : June 9, 2022
  • Published : June 30, 2022

Jiyoung Lee 1

1부산대학교

Accredited

ABSTRACT

The aim of the current meta-analysis was to determine overall effects of storytelling on English language learning and teaching with further analysis of different effects across school levels, outcome variables (such as language skills and affective effects), and across storytelling types. Although storytelling-related meta-analyses have already been conducted, the previous meta-analysis on storytelling did not analyze affective effects or include theses/dissertations. The current study analyzed cognitive and affective effects of storytelling through 277 samples from 18 journal articles, 63 master’s theses and three doctoral dissertations in order to generalize more samples of empirical research on storytelling under Korean EFL context from 2000 to 2021. As a result, the overall effect of storytelling was g = .613. Likewise, effects of the cognitive domain (g = .627) and the affective domain (g = .599) were similar with the overall effect size of storytelling. Vocabulary and attitude were more effective than other subtypes of cognitive and affective domains respectively. Storytelling was more effective with a more directly interactive type when learners started to study English in elementary or secondary school. Finally, educational implications and limitations are discussed.

Citation status

* References for papers published after 2022 are currently being built.

This paper was written with support from the National Research Foundation of Korea.