THE IMPACT OF STORYTELLING ON STUDENTS’ PARTICIPATION IN ENGLISH LANGUAGE LESSONS

Abstract

This study explores the impact of storytelling on students’ participation in English language lessons, focusing on National Diploma 1 (ND I) students at Gombe State Polytechnic, Bajoga. Anchored in Vygotsky’s sociocultural theory, which emphasizes learning through social interaction, the research investigates how narrative-based instruction can enhance learner engagement and confidence in English classrooms. A quantitative design was employed, using structured pre- and post-intervention questionnaires administered to 60 ND I students to assess changes in participation and self-reported speaking confidence. The pre-intervention questionnaires were administered on the first week, followed by a six-week intervention which involved incorporating storytelling activities such as local folktales and guided narratives into regular English Language lessons and lastly the post-intervention questionnaires which were administered on the eighth week. Data analysis revealed a notable increase in student involvement, with higher frequencies of voluntary contributions and improved confidence scores. Findings indicate that storytelling fosters a supportive and interactive learning environment, reduces anxiety, and encourages students to use English more actively and meaningfully. The study concludes that storytelling is an effective pedagogical strategy for enhancing participation and recommends its integration into English language curricula, along with teacher training in narrative-based methods.