Storytelling for Improving Vocabulary and Motivation in Bilingual Third- Language Learners

Abstract

This study investigated the impact of storytelling on English vocabulary
acquisition among bilingual young learners in primary education, focusing on
Slovak and Hungarian speaking children learning English as a third language.
Recognising the motivational challenges of third-language learning, engaging
storytelling activities were incorporated to improve learning outcomes. The
qualitative action research was conducted over 16 English lessons using four
books by Julia Donaldson. Each lesson combined warm-up activities, vocabulary
pre-teaching, reading, video viewing, and interactive tasks such as games,
drawing, character descriptions, and dramatization. Data were collected through
classroom observations, focus group discussions, pupils’ evaluations, and written
vocabulary recall tasks. The finding revealed considerable improvements in
vocabulary acquisition, pronunciation, and learner engagement. Pupils responded
enthusiastically to the storytelling-based lessons, showing increased participation
and motivation to use English actively. Overall, storytelling proved to be an
effective pedagogical approach for improving vocabulary learning and motivation
among bilingual young learners learning English as a third language.