Theatrical storytelling and ESL learners’ oral communicative competence: A quasi-experimental intervention
Contenu principal de l'article
Résumé
The study aimed to test the efficacy of Theatrical Storytelling ESL instruction on learners’ oral communicative competence while moderating for speaking anxiety. Adopting a quasi-experimental research design, the study determined the effects of a six-week treatment procedure on 31 SS II ESL learners in two purposively selected senior secondary schools in Ibadan metropolis, Nigeria. The result of the ANCOVA conducted at p<0.05 revealed that the main effect of treatment on ESL learners’ oral communicative competence was not statistically significant (F (1; 31) = .033; p=.857>0.05), although the ESL learners taught using theatrical storytelling had a slightly higher oral communicative competence. Similarly, the main effect of speaking anxiety was not significant (F (2; 31) = 2.98; p=.069>0.05), although the ESL learners with low anxiety level had the highest oral communicative competence. However, the two-way interaction effect of treatment and speaking anxiety was statistically significant (F (1; 31) = 5.710; p=.025<0.05) in favour of learners with low speaking anxiety in the Theatrical Storytelling ESL classroom. Therefore, with a prolonged period of theatrical storytelling in ESL instruction, learners’ oral communicative competence could improve. Therefore, ESL teachers in Nigeria should adopt the strategy.
##plugins.themes.bootstrap3.displayStats.downloads##
Renseignements sur l'article
Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Partage dans les Mêmes Conditions 4.0 International.
Comment citer
Références
AbuSeileek, A. F. (2009). The effect of using an online-based course on the learning of grammar inductively and deductively. ReCALL, 21(3), 319-336. DOI:10.1017/S095834400999005X
Adigun, C. O. (2023). Teacher Socio-Linguistic Factors And Learning Outcomes In English Language Among Public Senior Secondary Students In The Ibadan Metropolis, Nigeria (Doctoral dissertation, University of Ibadan).
Ahmed, S. K. (2024). How to choose a sampling technique and determine sample size for research: A simplified guide for researchers. Oral Oncology Reports, 12, 100662. https://doi.org/10.1016/j.oor.2024.100662
Akinseye, T. (2023). Exploring interactive metadiscourse as a practical approach to enhancing academic writing skills of newly admitted undergraduates students in Nigeria. EuroAmerican Journal of Applied Linguistics and Languages, 10(2), 44-61. DOI:
https://doi.org/10.21283/2376905X.1.10.2.2756
Akinsola, I. T. (2025a). Resource-Person-Mediated Instruction and Secondary Students’ Learning Outcomes in Yorùbá Orature: A Culturally Responsive Education. Education Sciences, 15(6), 661. https://doi.org/10.3390/educsci15060661
Akinsola, I. (2025b). Secondary Students' Preference for (Non) Yorùbá Films: A Cognitive film Perspective. International Journal of studies in Psychology, 5(1), 21-27. https://doi.org/10.38140/ijspsy.v5i1.1603
Akinsola, I. (2025c). Movie and music preferences influencing students' cultural knowledge in the Yorùbá society. Journal of Social Humanity and Education 5(3), 211-223 https://doi.org/10.35912/jshe.v5i3.2426
Akinsola, I. (2024). Theatre-in-Education packages and secondary students’ knowledge of Yoruba orature in Ibadan metropolis. African Journal of Teacher Education, 13(3), 169-191. https://doi.org/10.21083/ajote.v13i3.7926
Akinsola, I. T. (2023). Development and Efficacy of Theatre-In-Education Packages and Secondary Students’ Learning Outcomes in Yoruba Orature and Moral Value Concepts in Ibadan, Nigeria. Unpublished PhD thesis), Ibadan, University of Ibadan, Nigeria.
Akinsola, I. T., & Olaosebikan, B. O. (2021). Content adequacy of oral literature in selected english studies textbooks: Implications for inculcating moral values into in-school adolescents. International Journal of Social Learning (IJSL), 1(3), 250-259. https://doi.org/10.47134/ijsl.v1i3.44
Alam, S., & Al-Hawamdeh, B. O. S. (2022). Dynamics of integration of process drama in EFL classrooms: A holistic approach of activity based pedagogy. e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie, 96(4), 70-81. https://doi.org/10.15219/em96.1580
Aliyu, M. M., Ya'u, M. S., Yakubu, H. S., Jika, Y. M., & Jibril, A. T. (2023). Using Reflective Journal Writing to Develop Undergraduates’ Metacognitive Awareness in ESL Writing. In ELT Forum: Journal of English Language Teaching 12(3), 174-183. 10.15294/elt.v12i3.68175
Altun, M. (2023). The impact of speaking anxiety on the development of communication skills. International Journal of Social Sciences & Educational Studies, 10(2), 104-108. 10.23918/ijsses.v10i2p104
Avignon, S. 2002. “Communicative lаnguage teaching: linguistic theory and classroom practice”. In S. J. Savignon (еd.), Interpreting communicative language teaching: Contexts and concerns in teacher education,1-27, New Haven, London: Yale University Press.
Aziz, A. A., & Kashinathan, S. (2021). ESL learners’ challenges in speaking English in Malaysian classroom. Development, 10(2), 983-991. http://dx.doi.org/10.6007/IJARPED/v10- i2/10355
Bartholomay, E. M., & Houlihan, D. D. (2016). Public Speaking Anxiety Scale: Preliminary psychometric data and scale validation. Personality and Individual Differences, 94, 211– 215. https://doi.org/10.1016/j.paid.2016.01.026
Benjamin-Ohwodede, J., Mamudu, A., & Awunor, S. N. (2024). The effectiveness of hybrid learning in english pronunciation pedagogy in the Nigerian ESL context. Jelita, 5(1), 81- 103. 10.56185/jelita.v5i1.550
Canale, M. (1987). The measurement of communicative competence. Annual review of applied linguistics, 8, 67-84. doi:10.1017/S0267190500001033
Celce-Murcia, M. (2007). Rethinking the role of communicative competence in language teaching. Intercultural language use and language learning, 41-57.
Chigbu, G. U., Emelogu, N. U., Egbe, C. I., Okoyeukwu, N. G., Eze, K. O., Nwafor, C. K., ... & Okwo, F. A. (2023). Enhancing ESL students’ academic achievement in expository essay writing using digital graphic organisers: A mixed-methods research. Heliyon, 9(5), e15589. doi: 10.1016/j.heliyon.2023.e15589
Chomsky, N. (2006). Language and Mind. Cambridge University Press.
Cynthia Stohl (1983) Developing a Communicative Competence Scale, Annals of the International Communication Association, 7:1, 685-716, DOI: 10.1080/23808985.1983.11678560
Dange, H. B. (2025). The Impact of the Telegram Application on Enhancing Students' English Writing Skills in Higher Institutions in Sokoto, Nigeria. International Journal of Innovative Language, Literature & Art Studies 13(2):1-8.
Deji-Afuye, O. O., & Zhou, S. (2025). Impact of teachers’ linguistic choices on ESL students’ verbal participation in selected secondary schools in Ekiti state, Nigeria. Journal for Language Teaching, 59(1), Article 6318. https://doi.org/10.56285/jltVol59iss1a6318
Dozie, C. P. (2020) Exploring the Link Among Teaching Approach, Intervention Plan and Outcome on Nigerian ESL Learners’ Competence: A Follow-Up Study. Turkish Online Journal of Qualitative Inquiry (TOJQI) 11(2), 866-874 DOI: 10.53555/tojqi.v11i2.10482
Dozie, C. P., Regis-Onuoha, A., Madu, L. I., Egwim, F. O., Okere, M. C., & Ihejirika, R. C. (2023). Impact Of Eclecticism On Nigerian Esl Learners’communicative Competence: A Comparative Study. European Journal of English Language Teaching, 8(1), 143-164. 10.46827/ejel.v8i1.4694
Dunn, L. B., & Jeste, D. V. (2001). Enhancing informed consent for research and treatment. Neuropsychopharmacology, 24(6), 595-607. doi: 10.1016/S0893- 133X(00)00218-9
Dutton, J., & Rushton, K. (2022). Drama pedagogy: subverting and remaking learning in the thirdspace. The Australian Journal of Language and Literacy, 45(2), 159-181. https://doi.org/10.1007/s44020-022-00010-6
Eno, M. A. (2018). The challenges of ESL/EFL education: an examination of teachers’ perceptions. Journal of Somali Studies: Research on Somalia and the Greater Horn of African Countries, 5(1-2), 61-90. DOI: 10.31920/2056-5682/2018/v5n1_2a3
Fernando, S. Y., & Marikar, F. M. (2017). Constructivist teaching/learning theory and participatory teaching methods. Journal of curriculum and teaching, 6(1), 110-122. DOI: 10.5430/jct.v6n1p110
Ghobain, E., & Zughaibi, A. A. (2024). "Multimodal" Fits All: Revisiting the Relevance of Perceptual Learning Styles in Higher Education Today. Theory and Practice in Language Studies, 14(4), 995-1004. DOI:https://doi.org/10.17507/tpls.1404.08
Gwet, K. L. (2008). Computing inter‐rater reliability and its variance in the presence of high agreement. British Journal of Mathematical and Statistical Psychology, 61(1), 29-48. https://doi.org/10.1348/000711006X126600
Habermas, J. (1970). Towards a theory of communicative competence. Inquiry, 13(1-4), 360-375. 10.1080/00201747008601597
Hua, X., Hashim, H., & Jamaludin, K. A. (2025). A Comprehensive Review of the Impact of Drama-Based Pedagogy on English-Speaking Proficiency. Eurasian Journal of Applied Linguistics, 11(1), 275-282. https://doi.org/10.32601/ejal.11123
Islam, M. R. (2023). Use of Drama to Enhance Speaking Skills of English as a Second Language (ESL) Learners. Sudurpaschim Spectrum, 1(1), 92-106. http://dx.doi.org/10.3126/sudurpaschim.v1i1.63390
Jire-Alao, E. O. (2023). Teacher Effectiveness Factors And Learning Outcomes In English Studies Among Public Primary School Pupils In The Ibadan Metropolis, Nigeria (Doctoral dissertation, University of Ibadan).
Langebro, E., & Almén, B. (2024). The World is Your Stage–Consequences of Using Drama Activities for EFL/ESL Learners’ Literacy Development. (M.A Dissertation, Malmo University)
Leung, C. (2005). Convivial communication: Recontextualizing communicative competence. International journal of applied linguistics, 15(2), 119-144. https://doi.org/10.1111/j.1473-4192.2005.00084.x
Luo, S., Ismail, L., binti Ahmad, N. K., & Guo, Q. (2024). Using process drama in EFL education: A systematic literature review. Heliyon, 10(11). e31936. doi: 10.1016/j.heliyon.2024.e31936.
Maksimovic, J., & Evtimov, J. (2023). Positivism and post-positivism as the basis of quantitative research in pedagogy. Research in Pedagogy, 13(1), 208-218. 10.5937/IstrPed2301208M
Mason, J., Classen, S., Wersal, J., & Sisiopiku, V. P. (2020). Establishing face and content validity of a survey to assess users’ perceptions of automated vehicles. Transportation research record, 2674(9), 538-547. http://dx.doi.org/10.1177/0361198120930225
McGovern, K. R., & Yeganeh, V. (2023). Drama for dialogue of civilizations: Performance as storytelling in the adult ESOL classroom. TESOL Journal, 14(4), e745. https://doi.org/10.1002/tesj.745
Miller, C. J., Smith, S. N., & Pugatch, M. (2020). Experimental and quasi-experimental designs in implementation research. Psychiatry research, 283, 112452. https://doi.org/10.1016/j.psychres.2019.06.027
Muftah, M. (2023). Communication apprehension and self-perceived communication competence: a study of undergraduate students in their final year. Higher Education, Skills and Work- Based Learning, 13(6), 1187-1203. http://dx.doi.org/10.1108/HESWBL-08-2022-0174
Nešić, I., & Hamidovic, K. (2022). Developing a scale for assessing communicative competence of students learning English for Specific Purposes. Journal of Teaching English for Specific and Academic Purposes, 481-492. http://dx.doi.org/10.22190/JTESAP2203481N
Nkemdilim, A. I., & Emeka, I. D. (2025). The Casual Factors Of Student’s Poor Performance In English Language In Awgu Local Government Area Of Enugu State. African Journal of Educational Management, Teaching and Entrepreneurship Studies, 15(2). https://www.ajemates.org/index.php/ajemates/article/view/764
Okafor, M. N. (2024). Effective teaching methods: Panacea for poor performance in English in secondary schools in Ebonyi State, Nigeria. Ebonyi State College of Education, Ikwo Journal of Educational Research, 9(2), 1-18.
Oladejo, J. (1991). The teacher factor in the effective teaching and learning of ESL in developing English speaking countries: The case of Nigeria. Journal of Multilingual & Multicultural Development, 12(3), 195-204.
Olagbaju, O. O. (2021). Influence of language anxiety and prior knowledge on ESL students’ achievement in expository essay in Ibadan North LGA, Nigeria. Education Research International, 2021(1), 9953303. https://doi.org/10.1155/2021/9953303
Olaosebikan, B. O., & Akinsola, I. T. (2023). Awareness of Sustainable Development Related Themes in Selected African Literature-in-English Texts among Senior Secondary School Students. Babcock University Journal of Education, 9 (2), 94-112.
Olaosebikan, B. O., & Kolawole, C. O. O. (2023). English Language Teachers’ Classroom Practices in Ibadan, Nigeria. International Journal of Social Learning (IJSL), 3(3), 261- 280. https://doi.org/10.47134/ijsl.v3i3.88
Olowoyeye, C. A. C., Deji-Afuye, O. O., & Aladesusi, G. A. (2023). Effect of multimedia instructional approach on English writing performance of pre-service technical teachers in South-Western Nigeria. Indonesian Journal of Multidiciplinary Research, 3(1), 21-30. http://ejournal.upi.edu/index.php/IJERT/
Onisabi, A. S., Jibir–Daura, R., Mohammad, S., Ubale, A. D., & Hamisu, L. (2025). Effect of Tumblr Online Strategy on Written English Performance of Senior Secondary School Students in North–West Zone, Nigeria. Concrescence Journal Of Multi-Disciplinary Research, 2(2),283-92https://journals.casjournals.com/index.php/CJMR/article/view/100
Park, Y. S., Konge, L., & Artino Jr, A. R. (2020). The positivism paradigm of research. Academic medicine, 95(5), 690-694. DOI: 10.1097/ACM.0000000000003093
Rohi, M. P., & Nurhayati, L. (2024). Multimodal learning strategies in secondary EFL education: Insights from teachers. Voices of English Language Education Society, 8(2), 458-469. http://dx.doi.org/10.29408/veles.v8i1.25419
Savignon, S. J. (1976). “Communicative competence: Theory and Classroom Practice”. http://files.eric.ed.gov/fulltext/ED135245.pdf S
Savignon, S. J. (1972). Communicative competence: an experiment in foreign-language teaching. Philadelphia: Center for Curriculum Development,
Shaffer, C. (1989). A comparison of inductive and deductive approaches to teaching foreign languages. The Modern Language Journal, 73(4), 395-403. https://psycnet.apa.org/doi/10.2307/326874
Stroud, R. (2018). A task-based language teaching approach to group discussions in Japanese university classrooms: an empirical study of goal-setting and feedback (Doctoral dissertation, University of Birmingham).
Su, Y. C. (2021). College students’ oral communication strategy use, self-perceived English proficiency and confidence, and communication anxiety in Taiwan’s EFL learning. Educational Studies, 57(6), 650-669. http://dx.doi.org/10.1080/00131946.2021.1919677
Thomas, A., Menon, A., Boruff, J., Rodriguez, A. M., & Ahmed, S. (2014). Applications of social constructivist learning theories in knowledge translation for healthcare professionals: a scoping review. Implementation Science, 9(1), 54. doi: 10.1186/1748-5908-9-54
Widodo, H. P. (2006). Approaches and procedures for teaching grammar. English teaching: Practice and critique, 5(1), 122-141. http://education.waikato.ac.nz/research/files/etpc/2006v5n1nar1.pdf
Wiemann, J. M., & Backlund, P. (1980). Current theory and research in communicative competence. Review of educational research, 50(1), 185-199. https://doi.org/10.2307/1170034
Zaal, H. E. K. (2025). Drama in the ELT classroom: A qualitative study of teachers´ perspectives on the use of Drama-Based Pedagogy for teaching English oral proficiency (Master's thesis, Oslo Metropolitan University).