Narrative-Based Didactic Strategies for Enhancing Oral Proficiency in Sixth-Grade English Learners: A Case Study at Nuestra Señora del Carmen School

Abstract

This case study examines the impact of narrative-based didactic strategies on enhancing oral proficiency among sixth-grade English learners at Nuestra Señora del Carmen School. The primary objective is to assess how the integration of narrative didactic strategies in English language teaching influences the development of students' speaking skills, including fluency, vocabulary acquisition, and overall communication effectiveness. The research employs a mixed-methods approach, combining quantitative assessments of students' oral proficiency before and after the intervention with qualitative feedback from both students and teachers. Data collection methods include pre- and post-intervention oral proficiency tests and classroom observations. Preliminary findings suggest that these strategies contribute positively to the development of oral proficiency, with observed improvements in students' confidence, participation, and language use. Additionally, participant feedback indicates that these strategies enhance classroom dynamics and make language learning more enjoyable. The study also offers recommendations for educators seeking to improve oral proficiency through innovative teaching methods.