![]() In each school, 2 classes, 30 students each, were chosen for the purpose of the study. 180 fifth grade UNRWA students and one teacher per school participated in the study. Conducted at three UNRWA schools in Gaza, the researcher employed a pre-posttest design to measure impacts, if any, on students’ listening comprehension. The study also investigated the United Nations Relief and Works Agency (UNRWA) teachers’ perspectives of using storytelling in EFL classrooms and the difficulties they face when using this technique. This study investigated the effect of using storytelling as a teaching technique to promote students’ listening abilities. Among them, there are several books written by well-known authors in the field of teaching such as Lightbrown and Spada, Brewster, Ellis, and Wright. ![]() Twenty-two books and journal articles are collected for analysis. ![]() This research paper adopted the secondary data analysis approach with a careful manner in choosing books, journals, and dissertations. Finally, the research gives some information about the difficulties in conducting the storytelling method. Sixth, some notes about choosing stories to teach are given. After that, some stages, as well as techniques, are introduced to teachers. Forth, the paper focuses on storytelling and its influence on teaching vocabulary. Third, it discusses young learners and their characteristics. Then, it presents the role of vocabulary teaching and some factors that need to be considered in teaching vocabulary. First, the researcher reviews the importance of vocabulary in learning a language. The research is divided into seven main parts. The paper is conducted with the aims to evaluate teaching vocabulary for young learners by using story and offer some suggestions in applying it in the classroom. Teachers, however, are struggling with finding an interesting way to get the best results. Therefore, teaching vocabulary is a central part of teaching language, especially in teaching language to young learners. (2006) An appropriate curriculum for 4–5‐year‐old children in Northern Ireland: comparing play‐based and formal approaches, Early Years, 26:2, 201-221.– Vocabulary is considered as one of the most indispensable parts of language learning for one to learn if he or she wants to acquire a new language because it directly affects four skills. Walsh, G., Sproule, L., McGuinness, C., Trew, K., Rafferty, H., & Boston, USA: National Geographic Learning. Snow (Ed.), Teaching English as a second or foreign language (pp. Teaching young learners in English as a second/foreign language settings. (2014) Implementing Indonesia’s English language teaching policy in primary schools: The role of teachers’ knowledge and beliefs, International Journal of Pedagogies and Learning, 9:2, 162-170, Copland (Ed.), The Routledge handbook of teaching English to young learners (pp. Early language learning teacher education. Teaching English to young learners: the challenges and the benefits. ![]() Playing with pop-ups: The art of dimensional, moving paper design. Instructional design: The ADDIE approach. Turkish Online Journal of Educational Technology, 9(3).īranch, R. A comparison of undergraduate students’ English vocabulary learning: Using mobile phones and flashcards. ![]()
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