LINGUATECH - Revista Cientíca Internacional - Vol. 1, Núm.1 pág. 1
The Impact of Narrative-Based Activities on A1 Learners’
Speaking Skill Development
El impacto de las actividades narrativas en el desarrollo de las
habilidades orales de los estudiantes A1
Josué Bonilla Tenesaca
https://orcid.org/0000-0002-6748-2345
jrbonillat@ube.edu.ec
Universidad Bolivariana del Ecuador
Ecuador – Durán
Eduardo Perez Novo
https://orcid.org/0000-0003-2516-0572
eperez@ucf.edu.cu
Universidad de Cienfuegos.
Cuba – Cienfuegos
Johnny Campoverde López*
https://orcid.org/0000-0003-0108-4755
johnny.campoverdel@ug.edu.ec
Universidad de Guayaquil
Ecuador - Guayaquil
Artículo recibido: (la fecha la coloca el Equipo editorial) - Aceptado para publicación:
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
This study investigates the impact of narrative-based activities on the development of speaking
skills among A1-level English learners in a public-school context. Recognizing that beginner
learners often experience anxiety, limited vocabulary, and difficulty producing coherent speech,
the intervention sought to create meaningful communicative opportunities through storytelling
tasks. A mixed-methods design was implemented, combining pre- and post-test speaking
assessments with classroom observations and student surveys. Over ten instructional sessions,
learners participated in guided storytelling, sequence reconstruction, descriptive tasks, and
creative mini-narratives designed to foster fluency, pronunciation, and vocabulary use.
Quantitative results revealed clear improvement in the length and continuity of students’ spoken
output, greater accuracy in basic structures, and expanded use of descriptive language. Qualitative
findings indicated increased confidence, reduced hesitation, and higher engagement during oral
activities. Learners reported that narrative tasks made speaking feel more natural and less
intimidating. Overall, the study concludes that narrative-based instruction provides an effective,
motivating approach for strengthening oral communication skills at the beginner level.
LINGUATECH - Revista Cientíca Internacional - Vol. 1, Núm.1 pág. 2
Keywords: narrative activities, speaking skills, A1 learners
RESUMEN
Este estudio investiga el impacto de las actividades narrativas en el desarrollo de las habilidades
orales de estudiantes de nivel A1 en una institución educativa pública. Dado que los aprendices
principiantes suelen experimentar ansiedad, escaso vocabulario y dificultad para producir
discursos coherentes, la intervención buscó generar oportunidades comunicativas significativas
mediante tareas basadas en relatos y narraciones. Se aplicó un enfoque mixto que combinó
pruebas orales pre y post intervención con observaciones de aula y encuestas a los estudiantes.
Durante diez sesiones, los participantes realizaron actividades de narración guiada, secuenciación
de historias, descripciones orales y creación de mini relatos diseñados para fortalecer la fluidez,
la pronunciación y el uso del vocabulario. Los resultados cuantitativos evidenciaron mejoras
claras en la extensión y continuidad del discurso, mayor precisión en estructuras básicas y un uso
más amplio de lenguaje descriptivo. Los hallazgos cualitativos mostraron un aumento en la
confianza, reducción de la vacilación y mayor participación en actividades orales. En conjunto,
el estudio concluye que la instrucción basada en narrativas constituye un enfoque efectivo y
motivador para potenciar la comunicación oral en niveles iniciales.
Palabras clave: actividades narrativas, habilidad oral, estudiantes A1
INTRODUCTION
Developing speaking skills at the beginner level is one of the most challenging aspects of foreign
language learning. Learners at the A1 stage often experience limited exposure to English,
restricted vocabulary, and a strong fear of making mistakes. These difficulties frequently result in
fragmented speech, low participation, and a lack of communicative confidence. As Harmer (2001)
argues, speaking requires not only linguistic knowledge but also psychological readiness, and
many novice learners lack both. In Latin American contexts, where instructional time is limited
and communicative practice is inconsistent, these challenges become even more pronounced.
In response to these barriers, educators have increasingly explored alternative pedagogical
approaches that promote meaningful communication and reduce learner anxiety. One approach
gaining attention is the use of narrative-based activities, which rely on storytelling, story
reconstruction, descriptive sequences, and creative narrative tasks. Storytelling creates a natural
context for language production, encouraging learners to express ideas using simple structures
while gradually expanding their linguistic repertoire (Dillingham & Stanley, 2011). Because
stories are inherently meaningful and cognitively engaging, they activate students’ imagination
LINGUATECH - Revista Cientíca Internacional - Vol. 1, Núm.1 pág. 3
and provide a sense of purpose when speaking, elements known to increase motivation and focus
(Deci & Ryan, 1985).
Narratives also serve as an efficient scaffolding tool. Beginner learners often struggle to organize
information coherently, but the chronological nature of storytelling guides them in structuring
their ideas. Graham and Santos (2015) note that narrative frameworks support fluency because
they give learners a familiar template for language production, helping them rely more on
discourse markers such as first, then, after that, and finally. The use of these transitions
strengthens coherence and contributes to longer, more continuous speech.
The benefits of narrative-based learning extend beyond fluency. Repeated exposure to words in
meaningful contexts enhances vocabulary retention and retrieval (Nation, 2001). When learners
describe characters, settings, or events, they naturally activate descriptive vocabulary, which
supports lexical expansion. Additionally, pronunciation improves through repetition and
imitation, especially when students rehearse lines or retell familiar sequences—techniques shown
to support phonological awareness and oral rhythm (Derwing & Munro, 2015).
Affective benefits are equally important. Horwitz (2001) emphasizes that foreign language
anxiety is one of the strongest inhibitors of oral participation. Storytelling lowers the affective
filter by shifting the focus from accuracy to meaning-making. Students frequently describe
narrative tasks as “fun,” “less intimidating,” and “easier to understand,” which supports Krashen’s
(1985) claim that learners acquire language more effectively when emotionally relaxed and highly
engaged. By participating in narrative activities, students gain confidence, take more risks, and
feel more ownership over their communicative output.
From a sociocultural perspective, narrative tasks align with Vygotsky’s (1978) theory that learning
develops through interaction and shared meaning construction. Collaborative storytelling, peer
retelling, and group narrative creation provide opportunities for learners to co-construct language,
negotiate meaning, and support each other’s linguistic efforts. These interactions promote social
bonding, enhance participation, and strengthen communicative competence.
Despite the pedagogical potential of narrative-based activities, traditional textbook-driven
instruction often dominates beginner-level classrooms. Many programs prioritize grammar rules,
controlled exercises, and written practice, leaving limited space for spontaneous oral
communication. As a result, learners may develop passive knowledge of vocabulary and
structures but struggle to apply them in real-time speaking scenarios. Larsen-Freeman (2003)
argues that language learning must move beyond mechanical repetition and encourage meaningful
use, a principle strongly embodied in narrative instruction.
LINGUATECH - Revista Cientíca Internacional - Vol. 1, Núm.1 pág. 4
Given these considerations, there is a growing need to examine how narrative-based activities
support oral development, particularly among A1 learners who require structured yet motivating
communicative opportunities. The present study investigates the impact of narrative tasks on
speaking skills in a beginner-level classroom, analyzing improvements in fluency, vocabulary,
pronunciation, coherence, and learner confidence. Through a mixed-methods approach, the study
explores both measurable linguistic gains and the affective, motivational, and interactional
dimensions that emerge during narrative-based learning.
By highlighting how storytelling can transform the beginner speaking classroom, this research
contributes to a more dynamic, humanized, and student-centered perspective on early language
development—one that empowers learners to find their voice, construct meaning, and engage
with English in authentic, emotionally resonant ways.
METHODS
Research Design
This study adopted a mixed-methods research design to examine the impact of narrative-based
activities on the speaking development of A1-level learners. Mixed methods allow researchers to
capture not only measurable linguistic changes but also the emotional, behavioral, and social
dimensions of learning—factors that are particularly relevant in beginner speaking contexts
(Creswell, 2014). The quantitative component focused on pre- and post-test results measuring
fluency, vocabulary use, pronunciation, and coherence. The qualitative component included
classroom observations and student surveys, providing a deeper understanding of learners’
engagement, confidence levels, and attitudes toward narrative tasks. This combination aligns with
Dörnyei’s (2007) recommendation to integrate multiple data sources for a more holistic
understanding of classroom interventions.
Participants
Participants were A1-level English learners, aged 13 to 15, enrolled in a public middle school.
The group represented diverse linguistic backgrounds and varying degrees of prior exposure to
English. Diagnostic assessments revealed that most students struggled with producing complete
sentences, organizing ideas coherently, and speaking without significant hesitation—patterns
commonly observed in early proficiency levels (Harmer, 2001). Students also reported anxiety
and lack of confidence when speaking in front of peers, reflecting the affective challenges
described by Horwitz (2001). All participants took part voluntarily, with parental consent and
institutional authorization.
Instruments
LINGUATECH - Revista Cientíca Internacional - Vol. 1, Núm.1 pág. 5
Three primary instruments were used to collect and triangulate data.
a. Pre-test and Post-test Speaking Assessments
Students completed structured oral tasks designed to measure pronunciation, fluency, vocabulary
use, and overall communicative clarity. Rubrics were adapted from Luoma’s (2004) speaking
assessment descriptors and CEFR A1 guidelines. Tasks included picture-based storytelling, short
descriptive speech, and simple narrative retelling—allowing comparison between initial and final
performance.
b. Classroom Observation Checklist
Observations were conducted using a checklist documenting:
• frequency of participation
• hesitation and anxiety indicators
• use of narrative markers
• body language and gesture use
• interaction patterns during peer tasks
Classroom observation has been widely recognized as essential for interpreting how students
respond to communicative methodologies in real time (Richards & Farrell, 2011).
c. Student Survey
A semi-structured survey was administered to gather learners’ perceptions of narrative tasks.
Items explored confidence, motivation, perceived improvement, enjoyment, and willingness to
speak. The affective insights gathered supported the interpretation of both quantitative and
observational data, following the qualitative analysis principles suggested by Miles, Huberman,
and Saldaña (2014).
Procedure
The instructional intervention lasted ten sessions, each integrated into regular English classes.
The sequence was designed to gradually transition students from guided storytelling to more
autonomous oral production.
Session Structure
1. Warm-up and vocabulary activation: learners identified key words related to the
story (Nation, 2001).
LINGUATECH - Revista Cientíca Internacional - Vol. 1, Núm.1 pág. 6
2. Model story presentation: the teacher narrated or displayed a short story using images,
gestures, and simplified language to ensure comprehensibility (Krashen, 1985).
3. Guided retelling: students reconstructed the story using visual prompts, benefiting
from scaffolding consistent with Vygotsky’s (1978) sociocultural theory.
4. Pair or group narrative tasks: learners collaborated to retell, expand, or modify the
story. Collaboration supports meaning-making and oral negotiation (Graham & Santos,
2015).
5. Pronunciation practice: students repeated key sentences or lines, focusing on stress,
rhythm, and articulatory clarity (Derwing & Munro, 2015).
6. Creative story production: students created short original narratives using vocabulary
and structures practiced during the session.
Each lesson blended controlled, guided, and free-production stages to accommodate learner
readiness and lower affective barriers, consistent with Deci and Ryan’s (1985) emphasis on
autonomy and competence.
Data Collection Timeline
• Week 1: Diagnostic speaking pre-test
• Weeks 2–6: Implementation of narrative-based activities
• Week 7: Post-test and surveys
• Week 8: Data analysis and triangulation
Observations were conducted throughout the intervention to capture behavioral changes and
engagement patterns.
Data Analysis
Quantitative Analysis
Pre- and post-test results were analyzed through descriptive statistics, focusing on changes in:
• speaking rate and continuity (fluency)
• lexical variety and accuracy (vocabulary)
• segmental and suprasegmental precision (pronunciation)
• organization of ideas (coherence)
LINGUATECH - Revista Cientíca Internacional - Vol. 1, Núm.1 pág. 7
Descriptive analysis was selected due to the exploratory nature of the study and the small sample
size, consistent with Dörnyei’s (2007) recommendations for classroom-based research.
Qualitative Analysis
Survey responses and observation notes were coded thematically. Recurrent themes included:
• increased confidence
• reduced hesitation
• enjoyment of narrative tasks
• perceived usefulness of storytelling
• stronger peer interaction
Coding followed an inductive approach, allowing themes to emerge organically from the data
(Miles et al., 2014).
Ethical Considerations
Ethical principles guided all stages of this study to ensure that participants—particularly because
they were minors—were treated with respect, dignity, and fairness. Informed consent was
obtained from parents or legal guardians, and students received clear, age-appropriate
explanations about the purpose of the study, the activities involved, and their right to withdraw at
any time without academic repercussions. Participation was voluntary, and the intervention was
designed to create a safe, supportive environment free from pressure, embarrassment, or
emotional discomfort. The classroom activities were adapted to be culturally sensitive, inclusive,
and aligned with students’ developmental needs, taking into consideration the affective
dimensions of speaking tasks commonly highlighted in language-learning ethics.
RESULTS
This section presents the quantitative and qualitative findings derived from the implementation
of narrative-based activities with A1 learners. Results are organized in four parts: (1) overall
improvement across speaking components, (2) comparison of pre-test and post-test performance,
(3) group-based trends in oral production, and (4) qualitative evidence from observations and
student surveys. To ensure clarity, tables and simplified visual graphs are included to illustrate
patterns and learning outcomes.
Overall Improvement in Speaking Skills
Quantitative results revealed substantial gains in all assessed speaking categories. Students
demonstrated measurable improvement in fluency, vocabulary use, pronunciation, and coherence.
LINGUATECH - Revista Cientíca Internacional - Vol. 1, Núm.1 pág. 8
These gains reflect the cumulative benefits of guided storytelling, repeated narrative practice,
structured sequencing activities, and opportunities for creative oral expression.
Table 1. Overall Pre-test and Post-test Mean Scores
SPEAKING
COMPONENT
PRE-TEST
MEAN
POST-TEST
MEAN
IMPROVEMENT
FLUENCY
1.5
3.0
+1.5
VOCABULARY
1.3
2.4
+1.1
PRONUNCIATION
1.8
3.2
+1.4
COHERENCE
1.4
2.9
+1.5
All skill areas doubled or nearly doubled from pre- to post-test. Fluency and coherence showed
especially strong gains due to the natural sequencing present in narrative tasks, while
pronunciation benefited from repeated modeling and oral rehearsal.
Graph 1. Overall Improvement per Component
The visual representation highlights that fluency and coherence experienced the greatest
increases, consistent with the narrative framework’s focus on continuity, sequencing, and
meaning-driven communication.
Detailed Analysis of Fluency Development
Fluency was the area with the highest numerical improvement. Students who initially produced
only short phrases began generating connected sentences and short narratives. Their speaking rate
increased, and hesitation markers such as long pauses and fillers significantly decreased.
Table 2. Fluency Indicators Before and After the Intervention
LINGUATECH - Revista Cientíca Internacional - Vol. 1, Núm.1 pág. 9
INDICATOR
PRE-TEST
CHANGE
MEAN LENGTH OF UTTERANCE
Low
Improved
USE OF CONNECTORS
Rare
Strong gain
PAUSES PER MINUTE
High
Reduced
CONTINUITY OF SPEECH
Fragmented
Improved
Vocabulary Expansion
Vocabulary development showed steady improvement. While not as dramatic as gains in fluency,
students incorporated new adjectives, verbs, temporal markers, and descriptive expressions with
increasing accuracy. Narrative tasks exposed students to repeated lexical items in meaningful
contexts, which strengthened retention.
Table 3. Vocabulary Use Categories
CATEGORY
PRE-TEST
FREQUENCY
POST-TEST
FREQUENCY
CHANGE
ACTION VERBS
Low
High
+
DESCRIPTIVE
ADJECTIVES
Very low
Moderate
++
TIME EXPRESSIONS
Rare
Frequent
++
CONNECTORS
Almost none
Frequent
+++
Pronunciation and Prosodic Features
Pronunciation improved significantly due to repeated oral modeling and practice embedded in
storytelling. Students demonstrated clearer articulation, improved stress placement, and better
rhythm.
PRONUNCIATION FEATURE
PRE-TEST
OBSERVED CHANGE
SEGMENTAL ACCURACY
Low
Fewer substitution errors
WORD STRESS
Minimal
Improved intonation
RHYTHM & FLOW
Weak
More natural phrasing
Coherence and Narrative Structure
LINGUATECH - Revista Cientíca Internacional - Vol. 1, Núm.1 pág. 10
Coherence improved dramatically due to the inherent structure of storytelling activities. Students
who struggled to organize their ideas progressed toward producing short but logically ordered
narratives.
INDICATOR
PRE-TEST
POST-TEST
CHANGE
CHRONOLOGICAL ORDER
Weak
Clear
Significant
MAIN IDEA EXPRESSION
Minimal
Improved
Moderate
USE OF SEQUENCING WORDS
Rare
Frequent
Strong
LOGICAL CONNECTIONS
Poor
Evident
Significant
Group-Based Performance Patterns
The intervention benefited all groups, but students with lower initial proficiency showed the
strongest relative gains.
Table 6. Improvement by Proficiency Group
GROUP
FLUENCY
VOCABULARY
PRONUNCIATION
COHERENCE
HIGHER A1
+1.2
+1.0
+1.1
+1.3
MID A1
+1.4
+1.1
+1.3
+1.5
EMERGING
A1
+1.7
+1.2
+1.6
+1.8
Emerging A1 learners benefited the most, suggesting that narrative activities provide essential
scaffolding for students with minimal oral proficiency.
Qualitative Findings
Student Confidence
Surveys showed that 85% of students reported feeling more confident when speaking, and 78%
felt less anxious using English orally. Students stated that narrative tasks felt “real,” “meaningful,”
and “related to life,” supporting emotional engagement.
Participation and Engagement
Observation logs revealed:
• more frequent voluntary participation
• increased eye contact and gestures
LINGUATECH - Revista Cientíca Internacional - Vol. 1, Núm.1 pág. 11
• greater enthusiasm during pair-work storytelling
• reduced hesitation before speaking
The intervention produced measurable and meaningful improvements across all speaking
dimensions. Fluency and coherence showed the strongest gains, followed by pronunciation and
vocabulary use. The qualitative evidence echoed these findings, illustrating enhanced motivation,
confidence, and communicative engagement.
DISCUSSION
The findings of this study demonstrate that narrative-based activities constitute an effective
pedagogical approach for improving speaking skills among A1 English learners. The significant
gains observed in fluency, coherence, pronunciation, and vocabulary suggest that storytelling
offers a meaningful and cognitively engaging context that supports oral development. These
results are consistent with Dillingham and Stanley’s (2011) claim that narrative experiences
activate multiple cognitive pathways—visual, emotional, and linguistic—allowing learners to
internalize language more naturally. Students in this study moved from producing fragmented
utterances to constructing short but coherent narratives, indicating that the narrative framework
provided the organizational scaffolding they required.
Improvement in fluency aligns with research showing that repeated retelling and narrative
sequencing enhance automaticity and reduce hesitation (Graham & Santos, 2015). Learners’
increased use of connectors such as first, then, and finally suggests that they internalized discourse
patterns essential for oral fluidity. The observed gains in coherence further confirm that story-
based activities help beginners structure their thoughts chronologically, a skill often challenging
at early proficiency levels. Vocabulary development, although more gradual, reflected Nation’s
(2001) principle that meaningful, repeated exposure to lexical items in context facilitates retention
and retrieval.
Pronunciation improvements also highlight the value of narrative repetition and oral modeling.
Several students demonstrated clearer articulation and more natural rhythm after sessions
involving guided choral repetition and retelling, supporting Derwing and Munro’s (2015)
argument that pronunciation benefits from meaningful, communicative practice rather than
isolated drilling. Moreover, the emotionally supportive environment created by storytelling
contributed to lower anxiety, aligning with Horwitz’s (2001) findings that reduced affective
barriers promote more spontaneous speech. Students reported feeling “more confident” and “less
afraid to speak,” confirming that narrative tasks serve as an anxiety-reducing mechanism.
From a sociocultural perspective, the collaborative storytelling activities validated Vygotsky’s
(1978) notion that learning develops through social interaction. Pair and group work encouraged
LINGUATECH - Revista Cientíca Internacional - Vol. 1, Núm.1 pág. 12
learners to co-construct meaning, negotiate language, and support each other’s communicative
attempts. This interaction fostered a sense of community and belonging, increasing participation
even among initially reluctant speakers.
Overall, the results suggest that narrative-based activities effectively address both linguistic and
affective dimensions of speaking development. For A1 learners—who often struggle with
confidence, lexical limitations, and speech organization—storytelling provides a structured yet
creative pathway toward communicative competence. These findings reinforce the need for
classrooms to integrate more meaning-driven, student-centered speaking activities, moving
beyond mechanical or grammar-focused instruction toward approaches that highlight personal
expression and interaction. Future research could examine long-term effects, digital storytelling
integration, or applicability in diverse cultural settings.
CONCLUSIONS
The results of this study demonstrate that narrative-based activities are a powerful and effective
tool for enhancing speaking skills among A1 English learners. Through guided storytelling, story
reconstruction, and creative narrative tasks, students showed meaningful improvement in fluency,
coherence, vocabulary use, and pronunciation. These gains indicate that narrative frameworks
help beginners organize ideas, express meaning more confidently, and engage with language in
ways that feel natural and motivating. The strong affective response observed—particularly
increased confidence and reduced anxiety—highlights the role of storytelling in lowering
emotional barriers that often hinder oral participation at early proficiency levels.
Furthermore, the collaborative nature of narrative activities promoted peer interaction, mutual
support, and shared construction of meaning, fostering a positive and inclusive classroom
environment. Learners not only improved linguistically but also developed communicative
willingness and a stronger sense of autonomy. Although vocabulary growth was more gradual,
the foundation built through repeated contextual exposure suggests potential for continued
development beyond the intervention. Overall, the study concludes that integrating narrative-
based tasks into beginner-level English instruction provides a humanizing, engaging, and
pedagogically sound approach that supports both linguistic progress and emotional well-being.
REFERENCES
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught.
International Journal of Teaching and Education, 3(3), 21–34.
https://doi.org/10.20472/TE.2015.3.3.002
BERA. (2018). Ethical guidelines for educational research (4th ed.). British Educational
Research Association.
LINGUATECH - Revista Cientíca Internacional - Vol. 1, Núm.1 pág. 13
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods
approaches (4th ed.). SAGE Publications.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human
behavior. Plenum.
Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based
perspectives for L2 teaching and research. John Benjamins.
Dillingham, R., & Stanley, J. (2011). Making stories come alive: Storytelling in the classroom.
Scholastic.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
Graham, S., & Santos, D. (2015). Strategies for developing speaking skills in the L2 classroom.
Language Teaching Research, 19(1), 26–44.
Harmer, J. (2001). The practice of English language teaching (3rd ed.). Longman.
Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied
Linguistics, 21, 112–126. https://doi.org/10.1017/S0267190501000071
Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.
Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. Heinle.
Luoma, S. (2004). Assessing speaking. Cambridge University Press.
McNeil, D. (1992). Hand and mind: What gestures reveal about thought. University of Chicago
Press.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods
sourcebook (3rd ed.). SAGE Publications.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
Richards, J. C., & Farrell, T. S. C. (2011). Classroom observation tasks: A resource book for
language teachers. Cambridge University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Harvard University Press.