• Fabián Vergel García. M.A.

  Author

The current study is centered on detecting whether storytelling may assure a better
English language grammar structures learning than traditional methods in Colombia. The
theoretical foundations show that traditional teaching approaches are being replaced by new
alternative and innovative procedures that seem to enclose better learning results. Roney (1996)
places the teacher as a storyteller in the classroom relying on the students’ background
knowledge to facilitate the comprehension of the contents. The current study takes thirty (30)
students in a two-group experimental design to corroborate the initial hypothesis. They were
randomly selected to form the control and experimental groups (15 students in each group). The
data was collected applying a pretest - posttest design for equivalent groups. The findings were
analyzed using a t-test assessment. Despite the storytelling treatment has a favorable effect;
there is not a statistically significant difference between the mean scores of pre and post
assessment of the study sample to determine its effectiveness to foster grammar learning in
young elementary learners.

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