The Use of Formulaic Chunks by EFL Very Young Learners: Interactive Games vs. Interactive Stories

Şule Çelik Korkmaz

doi:10.30703/cije.1567998

TR EN

İngilizceyi Yabancı Dil Olarak Öğrenen Erken Yaş Öğrencilerinin Kalıpsal Parçaları Kullanmaları: İnteraktif Oyunlara Karşı İnteraktif Hikâyeler

Öz

Bu çalışma, etkileşimli hikâye anlatımı ve hikâye temelli drama etkinliklerinin erken yaşta İngilizce öğrenenlerin İngilizce kalıpsal dil parçacıklarını kullanmaları üzerinde ne kadar etkili olduğunu yarı deneysel bir tasarım içeren karma yöntemler yaklaşımını izleyerek araştırmıştır. Bir devlet anaokulunun 4 yaş grubunda, kontrol grubuna etkileşimli oyun temelli etkinlikler ve bağlam içinde dinleme ve konuşma etkinlikleri ile İngilizce öğretilirken deney grubuna etkileşimli hikâye anlatımı ve hikâye temelli drama etkinlikleriyle öğretilmiştir. Bulguların güvenilirliğini ve doğrulanabilirliğini sağlamak için çeşitli veri toplama araçları kullanılmıştır. Bunlar arasında derslerin video kaydı, konuşma rubriği ve araştırmacının saha notları bulunmaktadır. Nicel veriler, Mann-Whitney U testi kullanılarak analiz edildi ve bulgular, öğrencilerin evet/hayır sorularına dayalı kalıpsal dil parçalarını kullanmalarıyla ilgili son ve gecikmeli değerlendirme puanları arasında anlamlı bir fark olmadığını, ancak açık uçlu (wh-questions) sorulara dayalı İngilizce kalıpsal dil parçalarını kullanmalarıyla ilgili anlamlı bir fark olduğunu ortaya koydu. Deney grubunun açık uçlu sorulara cevap vermedeki üstün performansı göz önüne alındığında, etkileşimli hikâye anlatımı ve hikâye temelli drama etkinliklerinin öğrencilerin İngilizce konuşma becerilerini geliştirmede etkili teknikler olduğu görülmektedir. Nitel bulgular, öğrencilerin etkileşimli hikâye anlatımı ve hikâye tabanlı drama etkinliklerine yönelik ilgilerini ve olumlu tutumlarını vurgulayarak bu tekniklerin konuşma becerilerini geliştirmedeki etkililiğini pekiştirmiştir.

Anahtar Kelimeler

The Use of Formulaic Chunks by EFL Very Young Learners: Interactive Games vs. Interactive Stories

Abstract

This study investigated the extent to which interactive storytelling and story-based drama activities would influence very young learners' use of formulaic language chunks in English by following a mixed-methods approach with a quasi-experimental design. In a public preschool 4-year-old context, the control group was taught English via interactive game-based activities, besides contextual listening and speaking activities, whereas the experimental group was taught through interactive storytelling and story-based drama activities. Diﬀerent data collection instruments were used to ensure credibility and conﬁrmability of the ﬁndings, including video recording of the classes, speaking rubric, and the researcher’s field notes. The quantitative data were analysed using the Mann-Whitney U test, and the findings revealed that there were no significant differences between the post- and delayed assessment scores of the students regarding the use of formulaic language chunks in English based on the yes/no questions, but there were significant differences regarding wh-questions. Given the experimental group's superior performance in answering the wh-questions, it appears that interactive storytelling and story-based drama are effective techniques for improving learners' speaking skills in English. The qualitative findings highlighted learners' engagement and positive attitudes towards interactive storytelling and story-based drama, reinforcing the effectiveness of these techniques in enhancing speaking skills.

Keywords

References

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Details

Primary Language

English

Subjects

Other Fields of Education (Other)

Journal Section

Research Article

Authors

Şule Çelik Korkmaz ^*
0000-0003-4354-844X
Türkiye

Early Pub Date

September 28, 2025

Publication Date

September 29, 2025

Submission Date

October 16, 2024

Acceptance Date

March 28, 2025

Published in Issue

Year 2025 Volume: 14 Number: 3

DOI

https://doi.org/10.30703/cije.1567998

IZ

https://izlik.org/JA87UK87LD

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RIS / Bibtex

APA

Çelik Korkmaz, Ş. (2025). The Use of Formulaic Chunks by EFL Very Young Learners: Interactive Games vs. Interactive Stories. Cumhuriyet Uluslararası Eğitim Dergisi, 14(3), 662-673. https://doi.org/10.30703/cije.1567998

İngilizceyi Yabancı Dil Olarak Öğrenen Erken Yaş Öğrencilerinin Kalıpsal Parçaları Kullanmaları: İnteraktif Oyunlara Karşı İnteraktif Hikâyeler

Öz

Anahtar Kelimeler

The Use of Formulaic Chunks by EFL Very Young Learners: Interactive Games vs. Interactive Stories

Abstract

Keywords

References

Details

Primary Language

Subjects

Journal Section

Authors

Early Pub Date

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite

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