The Use of Constructive Storytelling in Teaching Speaking Skills Case of University Students at the Department of English University of Laghouat: 2024/2025

Abstract

This thesis investigates the use of constructivist storytelling as a pedagogical approach to enhance speaking skills among EFL students at the University of Laghouat. The research aimed to explore the critical approaches preferred by students of oral expression to develop speaking, examine their perceptions of storytelling as a means to improve oral proficiency. It identifies the overall level of their speaking skills. To achieve these objectives, a quantitative method was employed through a questionnaire distributed to 50 students from all the levels in the Department of English. The findings revealed that participants engaged with storytelling in diverse ways, particularly through retelling stories from books and movies as well as sharing personal experiences. Most students emphasized its positive role in improving fluency, confidence, and active participation while reducing speaking anxiety. However, the results also highlighted challenges such as limited curricular time and difficulties integrating storytelling into rigid course designs. Overall, the study demonstrates the significance of constructivist storytelling in supporting both the linguistic and affective dimensions of speaking, and it calls for more curricular flexibility to integrate this method effectively into EFL classrooms.