Influence of storytelling on the development of oral competence in english transition students from Chester Palmer School in Barrancabermeja

Abstract

This research seeks to analyze the influence of storytelling on the development of oral English proficiency among transition students at the Chester Palmer School (CHP) in Barrancabermeja. The observed problem lies in the difficulties students face in communicating orally due to various emotional factors, including the fear of making mistakes, which affects their motivation and performance. To answer the research question, a Participatory Action Research (PAR) methodology with a qualitative approach was designed. To implement the proposed methodology, a teaching sequence focused on the use of storytelling was designed and applied, with the goal of improving students' fluency, pronunciation, and active participation. After completing the ten sections of the sequence, a notable increase in the production of complete sentences was observed, as well as progress in pronunciation and fluency. Furthermore, a positive impact was evident on students' motivation, social interaction, and confidence when expressing themselves in English. This pedagogical approach facilitated the creation of a safe, dynamic, and collaborative learning environment, allowing children to overcome emotional and linguistic barriers. The research provides evidence of the effectiveness of storytelling as a tool for teaching English in early childhood, contributing to educational innovation in bilingual and socially diverse contexts. It is recommended that the study be expanded with longitudinal follow-up and that the application of this methodology be explored at other educational levels.