The Role of Story-Based Instruction for Enhancing English Language Learning among Young Learners in Libyan Primary Schools
DOI:
https://doi.org/10.65405/y1kd2x65Keywords:
Young Learners; Storytelling; English as a Foreign Language (EFL); Communicative Language Teaching; Vocabulary Development; Primary Education; Libya, Language Learning Motivation.Abstract
The main aim of teaching and learning English in Libyan primary and nursery schools is to enhance and develop children's ability to communicate effectively in English. Therefore, the present project seeks to explore the role of story-based language teaching in enhancing English language learning among young learners in Libyan primary schools. The study aims to promote communicative competence, vocabulary acquisition, listening comprehension, and positive attitudes toward learning English as a foreign language. In other words, it is designed for beginner-level learners aged seven to eight years.
It's Mine! is the selected storybook, providing an engaging and meaningful context through which young learners can interact with language in an imaginative and enjoyable environment. The project integrates a range of pedagogical activities, including Total Physical Response (TPR), storytelling, games, songs, flashcards, drama, and self-assessment tasks. These activities are grounded in established theories of second language acquisition and young learner pedagogy, emphasizing meaningful input, learner engagement, and social interaction.
The project demonstrates how story-based teaching can create a learner-centred classroom environment that supports language development while fostering active participation, motivation, and creativity. The findings suggest that the integration of stories and interactive activities can contribute significantly to the development of children's communicative skills and enhance the overall effectiveness of English language teaching in Libyan primary education.
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