期刊名称：International Journal of Applied Linguistics and English Literature
印刷版ISSN：2200-3592
电子版ISSN：2200-3452
出版年度：2016
卷号：5
期号：1
页码：209-214
DOI：10.7575/aiac.ijalel.v.5n.1p.209
出版社：Australian International Academic Centre PTY. LTD.
摘要：The main purpose of the present quasi-experimental study is to investigate the effect of storytelling technique on writing ability of Iranian intermediate EFL learners. To this end, 40 female intermediate EFL learners with the age range of 14-16 attending Chabahar Maritime University High School were initially selected. The homogeneity of their proficiency level was established via the administration of a TOEFL (the Paper-Based Test) proficiency test. Then they were randomly divided into two control and experimental groups. A speaking test was administered to female subjects of both groups at the beginning of the study. The experimental group used storytelling technique two times a week while the control group was not trained on this technique. At the end of the study, a speaking test was administered to all subjects for examining their ability in speaking skill. Independent sample t-test and paired sample t-test were performed for data analysis. The results showed that storytelling technique had a significant effect on improving the speaking ability of intermediate EFL learners.
其他摘要：The main purpose of the present quasi-experimental study is to investigate the effect of storytelling technique on writing ability of Iranian intermediate EFL learners. To this end, 40 female intermediate EFL learners with the age range of 14-16 attending Chabahar Maritime University High School were initially selected. The homogeneity of their proficiency level was established via the administration of a TOEFL (the Paper-Based Test) proficiency test. Then they were randomly divided into two control and experimental groups. A speaking test was administered to female subjects of both groups at the beginning of the study. The experimental group used storytelling technique two times a week while the control group was not trained on this technique. At the end of the study, a speaking test was administered to all subjects for examining their ability in speaking skill. Independent sample t-test and paired sample t-test were performed for data analysis. The results showed that storytelling technique had a significant effect on improving the speaking ability of intermediate EFL learners.
