The Impact of Narrative-Based Activities on A1 Learners’ Speaking Skill Development

Carlos Lenin Alvarez-Llerena

doi:10.66836/linguatech.v1n1.1

Authors

Carlos Lenin Alvarez-Llerena Universidad Bolivariana del Ecuador Author https://orcid.org/0000-0002-6748-2345

DOI:

https://doi.org/10.66836/linguatech.v1n1.1

Keywords:

narrative activities, speaking skills, A1 learners

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.

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