EDU 4503 - Research Project

Action Research Project

Shaikha Rashed Mohammed

H00271759
Ras AlKhamiah Womna;s College
Education

Shaikha Rashed H00271759

 Abstract
This report describes a classroom-based qualitative action research on the effect of using

storytelling and TPR on grade one language development. The objective of the research was to

promote grade one students language through storytelling and TPR. The context of the research was

a primary school in Ras Al Khaimah, in the UAE, and the sample size was six students of different

academic level. The actions taken were teaching grade one curriculum using storytelling and TPR.

Data were collected using multiple tools and these tools were reflective journals, observation

checklists and classroom discussions rubric and artefacts. The major findings were: 1)Storytelling

seems to develop grade one students’ vocabulary, and 2) TPR appears to improve grade one

students’ vocabulary. I would recommend further research in the area of storytelling and TPR and

its effect on students’ language, especially in the UAE, to investigate the effect of these strategies on

students’ English skills.

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Introduction

This action research is aims to discover the effect of using storytelling in grade one classroom to observe

their language acquisition. Through this research, I want to develop teaching strategies to helps grade one

teachers in delivering language to SL learners to make learning English useful and engaging.

Rationale

The reason for choosing this strategies related to my interests and beliefs about how storytelling improve to

learn. When I was students in school my favourite time in english class is story time. It was the best time of

the class. This passion of learning gets older with me until now as teacher. I used stories in my lessons. In

semester 4 , I created a story corner for stories with all concepts that students needed. It was a beneficial way

to educate and improve students learning. Moreover, in semester 6 as science teacher I implement

storytelling in my lessons especially in animals and plants life cycle. As well, these experiences increase my

love of using storytelling in teaching, so I think of using it to develop grade one students’ language. I noticed

that my students interest on story time and more active so I think it may be benefits them to use storytelling.

One of my mentor, who is a teacher of grade two at RAK academy PYP, used storytelling a lot and I noticed

that the students’ language has improved. As a local teacher, I try to help my country to develop which is the

top priority for the UAE to have educator generation. As well, using stories are not new way of teaching in

UAE. I had been observing using stories since I was child until this day which is help students to learn new

language as english especially for local as second language learners.

Setting and Participants

This action research conduct to examines the effect on grade one students in a primary school girls school in

UAE in Ras AlKhamah city. The participants in study were 6 Emirati students. All the participants were

grade one, and they were second language learners.


Objective

This research aims to find out the effect of using storytelling and Total Physical Response (TPR) in grade

one learners to see their vocabulary acquisition. Through this research I want to develop teaching strategies

to helps teachers in delivery language to second language learner (SL).

Research question

What is the impact of using storytelling and TPR on grade one vocabulary acquisition?

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 Literature Review

Introduction

Storytelling is gathering a lot of skills in one session such as reading , listening , speaking critical

and creative thinking. Teacher use storytelling for educational purpose is an effective teaching

strategy especially for teaching children.This literature review present a definition of key terms

related to storytelling , reading and the language acquisition, the benefits of using storytelling and

the uses of storytelling .

Operational Definitions of key Terms

• Second language acquisition is learn and acquisition another language without its social
environment with mastery of mother language ( Li,2009).

• Storytelling is a communication process to tells stories to other listener using oral or signed
language (Vannini,2009).

• Total Physical Response (TPR) is a teaching Method employed to reduce speaking anxiety, to
support language learning with actions, and to ensure learning through practice and experience
(Adnan,2019).

• Shared Reading regards to the interactions and discussions that occur when teacher and children

look at a book together (Zucker, Justice & Piasta, 2009).

• Reading defined one of the fundamental constituents of language skills which is the oral

interpretation of written language (Chiarenza , Olgiati, ,Trevisan , Marchi, & Casarotto, 2013).

Reading and Language acquisition:

Indeed most of the people speak at least two languages.In the UAE most of the people speak

English as second language as it’s also taught in the schools. Second language is developed in the

child after the first language established(Gass,2013). Language Acquisition theory is developed by
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the theorist Stephen Krashen ,he introduced the process of the language acquisition and how people

acquire 1 or more than one language. The second language acquisition has the same process when

they acquired first language which they use natural communication, in different word learner are

concerned not with the form of their utterances but with the messages they are conveying and

understanding (Krashen, 2009).Most of the Language teachers seem to use reading in their language

class especially with second language learner. The question is why they use reading as the main

approach in second language acquisition. Many cluster strategies led to learn new language skills or

tasks such as reading comprehension uses strategies like reading stories (Darko, 2016). Reading

could benefit and support the language acquisition when the learner attract with the new

vocabularies and the form of the sentences in the reading passage. To develop vocabulary and

spelling in auguring language reading is the best way as it is associated rich with vocabulary

(Krashen, 1989).

Benefits of storytelling

Storytelling is one of the most useful technique to attract young learners in learning process. Many

researcher encourage using storytelling to teach second language (Cruz, 2008). storytelling would

be very useful to teach foreign language for young learners (Rebecca Isbell, 2002). Storytelling

may be an important step for developing second language. Telling a story using dramatised action

attracted pre-teens to listen and learn. Stories bring a lot of benefits including language

development (Uchiyama,Takumi, 2011). Cameron (2001) has insisted that "Stories present holistic

approaches to language teaching and learning that place a high premium on children's involvement

with rich, authentic uses of the foreign language" (p. 159).

There are many benefits of storytelling such as in literacy. Storytelling encourage learner to

become better listener and better readers. Thus, storytelling help to build community among

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students and teachers, to enhance memory recall and support early literacy development and support

creative thinking (Agosto, Denise,2016). One of the main reason of choosing storytelling as a

teaching technique is that it involves an immediate,dynamic communicative process as narrating

does nit only cover the storyteller, but the audience as well, also there are many of interaction taking

place in this process (Gafu , Badea , 2011).

The Use of Storytelling and TPR in Young Learners Classroom.

Shared reading strategy may using as a presenter of storytelling. Reading aloud support the early

literacy and language development.Shared reading it a way of reads a loud to others. (Boulard etal,

2015). Shared reading it is an activity that when the teacher reads aloud to child. It depend to the

discussions and interaction that occur when an adult and child look at a book together. The guider

choose big book to read and share with the audience. They set all close together and the teacher

read aloud to the students. Children’s when they are participate in shred reading they can develop

their literacy skills. During shared reading, students learn new words, answering explicit and

implicit questions about the story and developing phonological awareness (Zucker, Justice, &

Piasta, 2009).

Total Physical Response (TPR) allows learners to present the meaning of what they hear, watch by

using their body rather than requiring them to speak (Hwang, Shih, Ching Yeh, Chou & Zhao-Heng,

2014). In the 1970s Total Physical Response approach developed by James Asher. It one of the most

teaching foreign language methods for children of early primary school (Vidović & Drakulić,

2012). Teacher presents the words in a form of TPR which allow the children to act and connect the

new word to their action such as Action songs, storytelling games and role-play consider as a TPR

activities (AlHarrasi, 2014).

Conclusion

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In this literature review I defined the key terms related to storytelling , reading and the language

acquisition, the benefits of using storytelling and the uses of storytelling. Based on this review I will

implement storytelling to enhance vocabulary acquisition for SL learners. There are several

strategies to learn second language. Shared reading and storytelling the most beneficial strategies

for children. I could say the benefits of this literature review and how it is useful for my current

action research.This literature review support me to build more knowledge about language

acquisition and storytelling. Moreover, it enhances my knowledge and in teaching ways for more

improvement.

Methodology

Research design

The current study used a qualitative methodology because it can provide information depth and

frequency that school practitioners can transform their knowledge of learning to improve (Kozleski,

2017). Qualitative research is a form of that the researcher collects data and explain it, which is

make the researcher participants and the data they provide as a part of research process. Glaser and

Strauss developed the approach of the qualitative research. I used this approach because it is

suitable to collect date related to my topic. This research used to learn and develop classroom

practitioner’s own teaching activities (Suwartono1, 2014).

Quantitive Research

Action research is a process in which researchers examine their own educational practice carefully

by using the techniques of research. Successful teachers always looking for new ways to expand

upon their knowledge, which is hep teachers to grow and gain confidence in their work (Ferrance,

2000).

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 Kammi’s Action Research Model

The main goal of this research to improve my teaching and improve my students’ language. This

study adopted by Kemmis’s model of action research. The first cycle is the core of the cycle, which

focuses on the practical problem to be solved (Zuber-Skerritt & Perry, 2002). The core research

involves involves repetition of the plan, observe, act and reflect cycle (Gill & Johnson, 2012).

In cycle one, which where I focused in semester seven , the effect of using storytelling on grade

four vocabulary acquisition. My research question were “What is the impact of using storytelling to

improve language development on grade four ESL?” and “To What extent English teacher use

storytelling in teaching language?”. I used difference data tools to collect my data. I used classroom

discussion form , observation checklist and reflective journals.

In cycle two, I changed the placement from grade four to grade one. My research focuses still on the

same spots that I am working to improve grade one students’ language.

I had to reduce the level of language because they are too young, grade one students can’t read and

write. I planned to use storytelling to read for students using shared reading and total physical

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response (TPR) to enhance vocabulary acquisition for learners. I addition I add more collection tool

such as artefacts.

Participants and sampling

My research participants are studying is governments school in United Arab Emirates in Ras

AlKhameh. The first language of the participants is Arabic. The second language is English. The

students that I chose them in grade one who thought “ Bridge to success” curriculum. The

participates are six students from grade one. I chose them according to my MST diagnostic test

which is from Ministry of Education and they do it in begging of the year. which diagnose students

level high, middle and low, because I want to find out hoe each level response to the storytelling.

This sampling is purposive sampling because it conduct for purpose and reason which is diagnose

the students level.

Data collection tools

I used four data tools for my research. I used class discussion rubric, observation checklist ,

Reflective journals and Artefacts.

Classroom Discussion Rubric

I used this instrument as interview for the participants. Class discussion is a flexible tool for

collecting data ( Cohen, Manion & Morrison, 2011). I conducted the discussion during and after the

story to figure out what students learnt and evaluate they acquire from the story. I believe that

classroom discussion form is make the students feel conformable more than ask them directly. I

create a form with questions then I asked the students and record their answers ( see appendix 1).

This instrument helped me to evaluate students’ language.

observation checklist

Every class, I observed my students for specific reasons for example they could retell and say the

word in the story ( see appendix 2) . Moreover, I asked my MST to observe the students during and

after applying the strategy to collect the data from different view. Most of the time our result are
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same but sometimes is different. This instrument were a very useful tool because it helped me to

find the result directly of it the students achieve the language of the story.

Ethical Consideration

The role of ethical considerations in action research show in how the researcher and participants

treat each other. It saves the right of all (Mills, 2011). For this research study insured that focuses on

seven ethics.

Informed Consent

In the begging of my teaching practice in school,I send consent letter for the principle first to

informed her about the study (see appendix 3). Further more, I send consent letter for participants’

parents to informed them that they enter the study of my research (see appendix 4).

Anonymity, Confidentiality and Privacy

Children who is under my study were not exposing to risk. I were careful with them during the

study. Moreover, I did not mentioned any of participants names and school name. I sure that all the

stages of my study were safe. Further more, all data and materials that I used on my research are

safe and I hide the names of all papers.

Honesty

I asked my Mentor School Teacher and my colleagues in school to observe me to support my result

and make sure of it’s honesty.

Beneficence

Through this study, storytelling and Total Physical Response seem to be effective strategies to

develop grade one learners’ language. This result shows the input strategies seem to be best

strategies to teach second language learners for early age learners especially UAE students.

Protection from harms

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The participants in my study are not exposing to risk. I hide the participants name and personal

information. In addition Im sure that I was careful during my study with students and the

participants were safe.

Implementation

This chapter presents the implementations of strategies that I have used. I used two strategies in my
research. Using storytelling in teaching grade one curriculum and Use Total physical Response
(TPR) in teaching grade one curriculum.

The Preparation of the Strategies

I first week I looked to English curriculum for grade one students to identify what is the stories and
Total physical response (TPR) will be about. The curriculum talking about Alphabets , colour ,
numbers and simple words which is the basic things to learn any languages.

Using Stories
I used this strategy because I believe on stories it is the power in teaching language for young
learners (Speaker,Taylor & Kamen,2004). also it helps to develop their language (Lee,2008).
Shared reading is the way that I have used for the stories which is help to develop the early
language development (Boulard et al., 2015). I thought letter D , number six and yellow colour. The
students were sitting behind the board in front of me. The students was very exiting and engaged to
the story. I bring duck puppet they like it they was active and answer some answers in arabic.
In second , third , forth and fifth week , I created stories using curriculum character and words that
mentioned in the curriculum. In week six,seven and eight I created new stories the character will be
out of the book and will presented on smart board. and I intergraded some music to the stories.

Using Total Physical Response ( TPR)

TPR strategy used to present some curriculum words. It allows learners to present the meaning of
what they hear by using their bodies that helps to acquire the language (Hwang, Shih, Ching
Yeh,Chou & Zhao-Heng, 2014).

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I used TPR with during the story to present some letter words such as O , D in each time I used
TPR once into two time in each week week. In week four I used TPR in the shapes by using their
fingers to create the shapes such as circle , triangle and square. I week five I used song that the
students can act out (AlHarrasi, 2014) they were engaged and enjoying. In week six, seven and
eight I used TPR to review the words we learnt. Most of learner remember the words that we act out
more than shared reading words. Low level students I act for them the words and they remember
easily.

Conclusion
I used two kinds of strategies with grade one students to deliver the curriculum concept for them in
easy way. I used stories and Total physical Response to develop their language epically as SLA
students .Both strategy was effect positively in their language it seem to be best way to teach
Second language students.

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 Action Research Findings

This chapter will present the finding of my research. In this study, I found that storytelling and TPR

are effective strategies to develop grade one students’ language.

Finding 1: Storytelling improve grade one students’ language.

I found that storytelling improves grade one students’ language. first, from my observation

checklist, which shows the students’ language advancement. At the beginning of using storytelling,

the students weren’t able to read and use new words. However, most of them achieved the checklist

after one month ( see appendix 2 ). Observation check list shows that students ability of identifying

main vocabulary of the story and name words that starts with specific sound has improved.

Second, from the classroom discussion rubric (appendix 1) I observe the development that

happened for the student's language. For example, students number 1, in the first week he can

identify the words but he can't use them in a sentence but after one month he can use them in a

simple sentence.Classroom discussion rubric shows that students moved from using words as

answers to using full sentences .

Third, the reflective journals ( see appendix 5 ) show a great progress in all students by week 9 they

all seem to be able to use the words in sentences.

Finally,The record shows that student moved from using words as answers to using full sentences .

Finding 2 : TPR seems to develop grade one language.

I found that the Total Physical Response appears to improve students’ language. TPR is the best

strategy to memories words especially young learners. From my reflective journal of week three

students have achieved the task and shown a language development.Reflective journals show that

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students can revise vocabulary easily when connect it with TPR actions ( see appendix 6 ) . From

my observation checklist, we can observe that the students were able to say and act the words from

the first time until the end of my research.Observation checklist shows that students can identify

action words and can act and call the words ( see appendix 7). Finally, Artefacts which is the

pictures of the students when they are acting the word such as circle and triangle ( see appendix 7)

show that student can act the words of the story and call the words verbally.

My result is proving Krashen's theory of the acquisition learning distinction theory (Krashen, 2009).

Storytelling and TPR are the best strategies that adults can use to help young learners acquire

language (Lee,2008). also Total Physical Response (TPR) allows learners to present the meaning of

what they hear, watch by using their body rather than requiring them to speak (Hwang, Shih, Ching

Yeh, Chou & Zhao-Heng,2014).

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 Conclusion

After my research and the finding, the result of this research has provided evidence regarding the

storytelling and TPR strategies to enhance grade one students’ language. This result may be

attributed to teachers’ which is knowledge about the effectiveness of their strategies in teaching the

second language to learners. My beliefs were supported by literature as I mentioned before.

Storytelling seems to develop grade one students’ language. This result explained that the input

strategies seem to be strategies to teach UAE learner which is a second language learner.

Limitations of the Study

This study has many limitations that affect the validity of the study. First, the study had conducted

in nine weeks which is limit time. Second, it is not a generalizable result because it conducts on a

group of students. Finally, research design was qualitative which increased subjectivity of my

research.

Suggestion for Further Research

For further research, I prefer to have more time to conduct the research. also, it will be better to

collaborate with another grade one teachers to conduct the research. And ask for a volunteering

observer to run and observe the research with me. and use more data collection tools.

Suggestion for Further Practice

From my teaching practice experience, I observe that the grade one curriculum doesn’t contain any

story. However, the Arabic curriculum does contain stories. So it is unfair because the English

language now is one of the main important languages in UAE. so, try to involve more stories into

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grade one curriculum. Finally, try to use TPR as engaging activity to review vocabulary of last

lesson.

Growth from Experience

As a future teacher, the most important thing is to try to work and find the best way to develop

knowledge of my learners. after this research, I learned how to manage my time as a professional

growth. On the other side as personal growth, as I'm students, I faced many difficulties to

understand the theories that related to my research, after the research my understanding has been

improved. Moreover, my investigating skills are developed during the research time.

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Appendixes:

Figure 1: classroom Discussion

Figure 2: Observation checklist

Figure 3: Principle informed

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 Figure 4: Parents informent

Figure 5 : Reflective journals.

Figure 6 : Reflective journals.

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 Figure 7: Observation checklist

Figure 7: Artefacts

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