Volume 2, Issue 2, March 2013, Page: 16-26
Using Storytelling in Teaching English in Palestinian Schools: Perceptions and Difficulties
Awad Sulaiman Keshta, College of Education, The Islamic University of Gaza (IUG), Palestine
Received: Feb. 21, 2013;       Published: Mar. 10, 2013
DOI: 10.11648/j.edu.20130202.11      View  3681      Downloads  540
This study aimed at investigating the use of storytelling technique in teaching English in Palestinian Public and UNRWA schools from the teachers' perspectives and the difficulties facing the teachers. To achieve the aim of the study, the researcher conducted an interview consisting of five questions. The sample of the study consisted of 60 teachers. The interview was conducted on the sample of the study inquiring about their gender, qualifications (diploma, BA, M.ED), institution (UNRWA, Public schools) and period of teacher's experience (from 1-5 years, from 5- 10 years, up to 10 years). The study findings revealed that teachers, regardless the previous variables, don’t know the exact definition of the storytelling technique. In addition, they use this technique SOMETIMES. Moreover, most of them see that this technique makes students happy and get them memorize the story being taught. Finally, 90 % of the teachers find that this technique is difficult to use, needs time to be applied and causes noise. In light of the study results, the researcher recommends that education stakeholders should train teachers on the use of this technique because it is an important technique to get students memorize the lesson being taught and it also attracts students' attention, and it improves their prediction skills.
Education,Storytelling, Teaching English
To cite this article
Awad Sulaiman Keshta, Using Storytelling in Teaching English in Palestinian Schools: Perceptions and Difficulties, Education Journal. Vol. 2, No. 2, 2013, pp. 16-26. doi: 10.11648/j.edu.20130202.11
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