Effects of storytelling on learners’ confidence and English language skills in higher education

Resumen

This study aims to identify the effects of storytelling as a pedagogical strategy on the oral and written expression skills of university students of English as a Foreign Language (EFL), as well as variables such as motivation and self-esteem in autonomous activities. The study adopts a pedagogical intervention in which narrative activities are integrated into EFL teaching. Data were collected through narrative-aligned activities and tools that measure the students' responses and numerical indicators. The results indicate that storytelling contributes to improving students' oral and written communication by encouraging the use of language and improving the organization of ideas by applying connectors and vocabulary appropriate to their level and intended topics. In addition, the results suggest positive changes in students' motivation and self-esteem, accompanied by a reduction in anxiety about speaking English in class. These results contribute to previous research that highlights storytelling as a means to reduce barriers and further promote the commitment of learners to express themselves in English. The study concludes that storytelling constitutes a relevant element within the didactic approach for the development of oral and written expression skills, which influence the learning of English as a foreign language (EFL). On the basis of the data obtained, the pedagogical implications in higher education are discussed, and guidelines for other educational levels are proposed for future research.