Enhancing Speaking Skills through Storytelling: Perspectives of ESL Teachers from Northern Sindh

Abstract

This qualitative study investigates the effectiveness of using storytelling as an educational strategy to improve spoken English abilities among secondary ESL students. The research, which was conducted in a Government High School in Sukkur, Sindh, Pakistan, used semi-structured interviews with seven ESL teachers to gather ideas directly from practitioners. The findings indicate that storytelling has a favorable impact on students. Through the storytelling approach students’ engagement increases, and they improve their vocabulary and fluency in the English language. Furthermore, students gain speaking confidence and better pronunciation. Limited resources, access to storytelling resources, and difficulty managing overcrowded classes were the most identified challenges by the teachers. The study's recommendations include resource distribution, class size control, and teacher professional development. The study adds significantly to literature by emphasizing the practical benefits of storytelling in ESL instruction, delivering context-specific insights, and making targeted recommendations for creating a successful learning environment.