IMPROVING VOCABULARY IN SECONDARY LEVEL ESL CLASSROOMS THROUGH STORYTELLING: AN EXPERIMENTAL STUDY

Abstract

The present quantitative study examines the impact of storytelling as a teaching strategy on the lexical development of secondary-level ESL learners in Rahim Yar Khan. The study employed a quasi-experimental pre-test post-test design involving an experimental and control group. The experimental group was taught through storytelling as a teaching strategy, whereas the control group received instructions through the traditional method. The collected data was analyzed through paired and independent-samples t-test. The findings showed statistically significant progress in the vocabulary development of the experimental group specifically in new vocabulary achievement and recall. Whereas the control group disclosed a slight change. The findings give acceptance to the concept that using storytelling as a teaching strategy improves the lexical development more than the traditional method. The present study recommends to include the innovative teaching strategies in the curriculum for the development of vocabulary acquisition.