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

Year 2025, Volume: 14 Issue: 3, 662 - 673, 29.09.2025

Şule Çelik Korkmaz

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

Abstract

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.

Keywords

İngilizce kalıplaşmış ifadeler erken yaşta İngilizce öğrenenler oyun temelli etkinlikler hikâye anlatımı drama etkinlikleri

References

  • Alkilani, G. Y., & Zhang, Q. (2024). Effect of Dramatic Storytelling on Emergent Literacy in EFL: Evidence from the UAE Kindergartens. Literacy Research and Instruction, 1-19. https://doi.org/10.1080/19388071.2024.2329877
  • As, A. B. (2016). Storytelling to improve speaking skills. English Education Journal, 7(2), 194-205.
  • Bardovi-Harlig, K., & Stringer, D. (2017). Unconventional expressions: Productive syntax in the L2 acquisition of formulaic language. Second Language Research, 33(1), 61-90. https://doi.org/10.1177/02676583166417
  • Barton, G., & Baguley, M. (2014). Learning through Story: A Collaborative, Multimodal Arts Approach. English Teaching: Practice and Critique, 13(2), 93-112.
  • Bolkan, S. (2021). Storytelling in the classroom: Facilitating cognitive interest by promoting attention, structure, and meaningfulness. Communication Reports, 34(1), 1-13. https://doi.org/10.1080/08934215.2020.1856901
  • Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press. Çelik Korkmaz, Ş. (2021). Teacher Trainees' Perspectives on Storytelling in Primary EFL Classrooms: The Case of Online Training to Tell Stories Effectively. Journal of English Teaching, 7(2), 202-215. https://doi.org/10.33541/jet.v7i2.2883
  • Çelik Korkmaz, Ş. & Karatepe, Ç. (2021). Multisensory Language Teaching: Its Impact on the English Vocabulary Achievement of Turkish Young Learners. C. N. Giannikas, (Ed.). In Teaching Practices and Equitable Learning in Children's Language Education (pp. 151-170). IGI Global. DOI: 10.4018/978-1-7998-6487-5.ch008
  • Çubukçu, F. (2015). Literature. E. Gürsoy & A. Arıkan (Eds.), In Teaching English to young learners: an activity- based guide for prospective teachers (2nd ed.) (pp.295-305). Eğiten Kitap.
  • DeKeyser, R. (2007). Skill acquisition theory. In B. VanPatten & J. Williams (Eds.), Theories in Second Language Acquisition: An Introduction (pp. 83-104). Routledge.
  • Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
  • Dündar, Ş. (2015) Drama. E. Gürsoy & A. Arıkan (Eds.), In Teaching English to young learners: an activity- based guide for prospective teachers (2nd ed.) (pp.239-256). Eğiten Kitap.
  • Edelenbos, P., Johnstroke, R., & Kubanek, A. (2006). The main pedagogical principles underlying the teaching of languages to very young learners. Brussels: European Commission: Education and Culture, Culture and Communication Multilingualism Policy
  • Ellis, G., & Brewster, J. (2014). Tell it Again! The Storytelling Handbook for Primary English Language Teachers. British Council.
  • Ghosn, I. K. (2016). No place for coursebooks in the very young learner classroom. In SLA research and materials development for language learning (pp. 50-66). Routledge.
  • Greene, J. C. (2008). Is mixed methods social inquiry a distinctive methodology? Journal of mixed methods research, 2(1), 7-22. https://doi.org/10.1177/1558689807309969
  • Gürsoy, E. (2023). Fun in primary English language classes. B. Tütüniş & M. Sağlam (Eds.), In Theory and practice of teaching English to young learners (p. 41-65). Eğiten Kitap.
  • Hasselgreen, A. (2005). Assessing the language of young learners. Language Testing, 22(3), 337-354. https://doi.org/10.1191/0265532205lt31
  • Kara, C. (2022). Improving speaking skills of primary school students through drama plays in English language lessons (Unpublished Master's thesis, Bursa Uludag University).
  • Kokla, N. (2021). Peppa Pig: An innovative way to promote formulaic language in pre-primary EFL classrooms. Research Papers in Language Teaching & Learning, 11(1).
  • Krashen, S. (1982). Principles and practice in second language acquisition. New York: Prentice-Hall International.
  • Linse, C. (2006). Using favourite songs and poems with young learners. English Teaching Forum, 44(2), 38-42.
  • Mair, O. (2018). Teachers’ Attitudes to Using Picturebooks in the L2 Classroom. In Mair, O. & Murphy, A. (Eds.) English for young learners from pre-school to lower secondary: A CLIL teacher training project in Italian schools (99-114), 27, 99.
  • Mart, M., Karaoz, I., & Karaoz, Z. D. (2016). Preschool teachers’ perceptions of teaching English as a foreign language in early years’ settings. In T.P. Trifunović, G. P. Draško P. Krstić (Eds.), Why Still Education? (pp.93-102). Cambridge Scholar Publishing
  • McHugh, M. L. (2012). Interrater reliability: the kappa statistic. Biochemia medica, 22(3), 276-282. 10.11613/BM.2012.031
  • Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook qualitative data analysis. Thousand Oak, London, New Delphi, CA:Sage.
  • Milli Eğitim Bakanlığı ¸ (MEB) [Turkish Ministry of National Education]. (2013). İlköğretim Kurumları (İlkokullar ve Ortaokullar) İngilizce Dersi (2, 3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı [Elementary (Primary and Lower Secondary) English Language Teaching Program (Grades 2-8)]. Ankara: T.C. Millî Eğitim Bakanlığı.
  • Milli Eğitim Bakanlığı ¸ (MEB) [Turkish Ministry of National Education]. (2018). İngilizce Dersi Öğretim Programı (İlkokul ve Ortaokul 2,3,4,5,6,7 ve 8. Sınıflar) [English Language Teaching Program (Primary and Secondary Schools Grades 2,3,4,5,6,7 and 8)]. Ankara: T.C. Millî Eğitim Bakanlığı.
  • Milli Eğitim bakanlığı (MEB) [Turkish Ministry of National Education] (2024). Millî Eğitim Bakanlığı Temel Eğitim Genel Müdürlüğü Okul Öncesi Eğitim Programı [Turkish Ministry of National Education General Directorate of Basic Education Pre-School Education Program].
  • Mohammadi, M., & Enayati, B. (2018). The Effects of Lexical Chunks Teaching on EFL Intermediate Learners' speaking fluency. International Journal of Instruction, 11(3), 179-192.
  • Moon, J. (2000). Children learning English. Macmillan Heinemann English Language Teaching.
  • Moons, J., & De Backer, C. (2013). The design and pilot evaluation of an interactive learning environment for introductory programming influenced by cognitive load theory and constructivism. Computers & Education, 60(1), 368-384. https://doi.org/10.1016/j.compedu.2012.08.009
  • Murphy, V. A. (2014). Second language learning in the early school years: Trends and contexts. Oxford University Press.
  • Nafissi, Z., & Shafiee, Z. (2020). Teachers’ roles in early childhood English language pedagogy: beliefs of kindergarten English language teachers. Journal of Early Childhood Teacher Education, 41(3), 306-324.
  • Norasiah, N., & Sugirin, S. (2023). Assessing Young Learners’ Listening and Speaking Performance. International Journal of Contemporary Studies in Education (IJ-CSE), 2(3), 197-203.
  • Piaget, J. (1963). The Psychology of Intelligence Paterson. NJ, Littlefield.
  • Porras González, N. I. (2010). Teaching English through stories: A meaningful and fun way for children to learn the language. Profile Issues in Teachers Professional Development, 12(1), 95-106.
  • Puchta, H. & Elliot, K. (2017). Activities for very young learners. Cambridge: Cambridge University Press. Read, C. (2007). 500 Activities for the Primary Classroom. London: Macmillen Education. doi: 10.1093/elt/ccn032.
  • Rew, S., & Moon, Y. I. (2013). The effects of using English drama on the learning of target expressions for primary school students. The Journal of Asia TEFL, 10(4), 215-239.
  • Reynolds, B. L., Liu, S., Milosavljevic, M., Ding, C., & McDonald, J. (2021). Exploring pre-service pre-primary EFL teacher beliefs about teaching English to very young learners: A Macau case study. Sage Open, 11(4), 21582440211052932.
  • Saraç, G. (2007). The use of creative drama in developing the speaking skills of young leaners. [Unpublished Master’s Thesis, Graduate School of Gazi University].
  • Saygılı, H.K. (2014). Fostering speaking strategies of ESP students via drama: Case Study. Istanbul Gelisim University Journal of Social Sciences, 2(2), 81-109.
  • Selke, M. J. G. (2013). Rubric assessment goes to college: Objective, comprehensive evaluation of student work. R&L Education.
  • Slatterly, M., & Willis, J. (2001). English for primary teachers. Oxford: Oxford University Press
  • Song, D., & Lee, J. H. (2019). The use of teacher code-switching for very young EFL learners. ELT journal, 73(2), 144-153. https://doi.org/10.1093/elt/ccy049
  • Sun, P. P. (2020). Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance: Cognitive, Affective, and Sociocultural Perspectives. Springer Nature.
  • Tarakçıoğlu, A., & Tunçarslan, H. (2014). The effect of short stories on teaching vocabulary to very young learners (aged 3-4-year): A suggested common syllabus. Journal of Language and Linguistic Studies, 10(2).
  • Tuzcu Eken, D. (2021). English education in Turkey: Why are we ‘very low level’? RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (23), 804-822. DOI: 10.29000/rumelide.949700.
  • Uysal, N. D., & Yavuz, F. (2015). Teaching English to very young learners. Procedia-Social and Behavioral Sciences, 197, 19-22. https://doi.org/10.1016/j.sbspro.2015.07.042
  • Yıldız, I. G. & Cebeci, N. (2023). The use of dram in English language teaching. B. Tütüniş & M. Sağlam (Eds.), In Theory and practice of teaching English to young learners (p. (67-89). Eğiten Kitap.
  • Yin, R. K. (2018). Case Study Research and Applications: Design and Methods. SAGE Publications.

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

Year 2025, Volume: 14 Issue: 3, 662 - 673, 29.09.2025

Şule Çelik Korkmaz

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

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

Formulaic chunks in English EFL very young learners game-based activities storytelling drama activities

References

  • Alkilani, G. Y., & Zhang, Q. (2024). Effect of Dramatic Storytelling on Emergent Literacy in EFL: Evidence from the UAE Kindergartens. Literacy Research and Instruction, 1-19. https://doi.org/10.1080/19388071.2024.2329877
  • As, A. B. (2016). Storytelling to improve speaking skills. English Education Journal, 7(2), 194-205.
  • Bardovi-Harlig, K., & Stringer, D. (2017). Unconventional expressions: Productive syntax in the L2 acquisition of formulaic language. Second Language Research, 33(1), 61-90. https://doi.org/10.1177/02676583166417
  • Barton, G., & Baguley, M. (2014). Learning through Story: A Collaborative, Multimodal Arts Approach. English Teaching: Practice and Critique, 13(2), 93-112.
  • Bolkan, S. (2021). Storytelling in the classroom: Facilitating cognitive interest by promoting attention, structure, and meaningfulness. Communication Reports, 34(1), 1-13. https://doi.org/10.1080/08934215.2020.1856901
  • Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press. Çelik Korkmaz, Ş. (2021). Teacher Trainees' Perspectives on Storytelling in Primary EFL Classrooms: The Case of Online Training to Tell Stories Effectively. Journal of English Teaching, 7(2), 202-215. https://doi.org/10.33541/jet.v7i2.2883
  • Çelik Korkmaz, Ş. & Karatepe, Ç. (2021). Multisensory Language Teaching: Its Impact on the English Vocabulary Achievement of Turkish Young Learners. C. N. Giannikas, (Ed.). In Teaching Practices and Equitable Learning in Children's Language Education (pp. 151-170). IGI Global. DOI: 10.4018/978-1-7998-6487-5.ch008
  • Çubukçu, F. (2015). Literature. E. Gürsoy & A. Arıkan (Eds.), In Teaching English to young learners: an activity- based guide for prospective teachers (2nd ed.) (pp.295-305). Eğiten Kitap.
  • DeKeyser, R. (2007). Skill acquisition theory. In B. VanPatten & J. Williams (Eds.), Theories in Second Language Acquisition: An Introduction (pp. 83-104). Routledge.
  • Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
  • Dündar, Ş. (2015) Drama. E. Gürsoy & A. Arıkan (Eds.), In Teaching English to young learners: an activity- based guide for prospective teachers (2nd ed.) (pp.239-256). Eğiten Kitap.
  • Edelenbos, P., Johnstroke, R., & Kubanek, A. (2006). The main pedagogical principles underlying the teaching of languages to very young learners. Brussels: European Commission: Education and Culture, Culture and Communication Multilingualism Policy
  • Ellis, G., & Brewster, J. (2014). Tell it Again! The Storytelling Handbook for Primary English Language Teachers. British Council.
  • Ghosn, I. K. (2016). No place for coursebooks in the very young learner classroom. In SLA research and materials development for language learning (pp. 50-66). Routledge.
  • Greene, J. C. (2008). Is mixed methods social inquiry a distinctive methodology? Journal of mixed methods research, 2(1), 7-22. https://doi.org/10.1177/1558689807309969
  • Gürsoy, E. (2023). Fun in primary English language classes. B. Tütüniş & M. Sağlam (Eds.), In Theory and practice of teaching English to young learners (p. 41-65). Eğiten Kitap.
  • Hasselgreen, A. (2005). Assessing the language of young learners. Language Testing, 22(3), 337-354. https://doi.org/10.1191/0265532205lt31
  • Kara, C. (2022). Improving speaking skills of primary school students through drama plays in English language lessons (Unpublished Master's thesis, Bursa Uludag University).
  • Kokla, N. (2021). Peppa Pig: An innovative way to promote formulaic language in pre-primary EFL classrooms. Research Papers in Language Teaching & Learning, 11(1).
  • Krashen, S. (1982). Principles and practice in second language acquisition. New York: Prentice-Hall International.
  • Linse, C. (2006). Using favourite songs and poems with young learners. English Teaching Forum, 44(2), 38-42.
  • Mair, O. (2018). Teachers’ Attitudes to Using Picturebooks in the L2 Classroom. In Mair, O. & Murphy, A. (Eds.) English for young learners from pre-school to lower secondary: A CLIL teacher training project in Italian schools (99-114), 27, 99.
  • Mart, M., Karaoz, I., & Karaoz, Z. D. (2016). Preschool teachers’ perceptions of teaching English as a foreign language in early years’ settings. In T.P. Trifunović, G. P. Draško P. Krstić (Eds.), Why Still Education? (pp.93-102). Cambridge Scholar Publishing
  • McHugh, M. L. (2012). Interrater reliability: the kappa statistic. Biochemia medica, 22(3), 276-282. 10.11613/BM.2012.031
  • Miles, M. B., & Huberman, A. M. (1994). An expanded sourcebook qualitative data analysis. Thousand Oak, London, New Delphi, CA:Sage.
  • Milli Eğitim Bakanlığı ¸ (MEB) [Turkish Ministry of National Education]. (2013). İlköğretim Kurumları (İlkokullar ve Ortaokullar) İngilizce Dersi (2, 3, 4, 5, 6, 7 ve 8. Sınıflar) Öğretim Programı [Elementary (Primary and Lower Secondary) English Language Teaching Program (Grades 2-8)]. Ankara: T.C. Millî Eğitim Bakanlığı.
  • Milli Eğitim Bakanlığı ¸ (MEB) [Turkish Ministry of National Education]. (2018). İngilizce Dersi Öğretim Programı (İlkokul ve Ortaokul 2,3,4,5,6,7 ve 8. Sınıflar) [English Language Teaching Program (Primary and Secondary Schools Grades 2,3,4,5,6,7 and 8)]. Ankara: T.C. Millî Eğitim Bakanlığı.
  • Milli Eğitim bakanlığı (MEB) [Turkish Ministry of National Education] (2024). Millî Eğitim Bakanlığı Temel Eğitim Genel Müdürlüğü Okul Öncesi Eğitim Programı [Turkish Ministry of National Education General Directorate of Basic Education Pre-School Education Program].
  • Mohammadi, M., & Enayati, B. (2018). The Effects of Lexical Chunks Teaching on EFL Intermediate Learners' speaking fluency. International Journal of Instruction, 11(3), 179-192.
  • Moon, J. (2000). Children learning English. Macmillan Heinemann English Language Teaching.
  • Moons, J., & De Backer, C. (2013). The design and pilot evaluation of an interactive learning environment for introductory programming influenced by cognitive load theory and constructivism. Computers & Education, 60(1), 368-384. https://doi.org/10.1016/j.compedu.2012.08.009
  • Murphy, V. A. (2014). Second language learning in the early school years: Trends and contexts. Oxford University Press.
  • Nafissi, Z., & Shafiee, Z. (2020). Teachers’ roles in early childhood English language pedagogy: beliefs of kindergarten English language teachers. Journal of Early Childhood Teacher Education, 41(3), 306-324.
  • Norasiah, N., & Sugirin, S. (2023). Assessing Young Learners’ Listening and Speaking Performance. International Journal of Contemporary Studies in Education (IJ-CSE), 2(3), 197-203.
  • Piaget, J. (1963). The Psychology of Intelligence Paterson. NJ, Littlefield.
  • Porras González, N. I. (2010). Teaching English through stories: A meaningful and fun way for children to learn the language. Profile Issues in Teachers Professional Development, 12(1), 95-106.
  • Puchta, H. & Elliot, K. (2017). Activities for very young learners. Cambridge: Cambridge University Press. Read, C. (2007). 500 Activities for the Primary Classroom. London: Macmillen Education. doi: 10.1093/elt/ccn032.
  • Rew, S., & Moon, Y. I. (2013). The effects of using English drama on the learning of target expressions for primary school students. The Journal of Asia TEFL, 10(4), 215-239.
  • Reynolds, B. L., Liu, S., Milosavljevic, M., Ding, C., & McDonald, J. (2021). Exploring pre-service pre-primary EFL teacher beliefs about teaching English to very young learners: A Macau case study. Sage Open, 11(4), 21582440211052932.
  • Saraç, G. (2007). The use of creative drama in developing the speaking skills of young leaners. [Unpublished Master’s Thesis, Graduate School of Gazi University].
  • Saygılı, H.K. (2014). Fostering speaking strategies of ESP students via drama: Case Study. Istanbul Gelisim University Journal of Social Sciences, 2(2), 81-109.
  • Selke, M. J. G. (2013). Rubric assessment goes to college: Objective, comprehensive evaluation of student work. R&L Education.
  • Slatterly, M., & Willis, J. (2001). English for primary teachers. Oxford: Oxford University Press
  • Song, D., & Lee, J. H. (2019). The use of teacher code-switching for very young EFL learners. ELT journal, 73(2), 144-153. https://doi.org/10.1093/elt/ccy049
  • Sun, P. P. (2020). Chinese as a Second Language Multilinguals’ Speech Competence and Speech Performance: Cognitive, Affective, and Sociocultural Perspectives. Springer Nature.
  • Tarakçıoğlu, A., & Tunçarslan, H. (2014). The effect of short stories on teaching vocabulary to very young learners (aged 3-4-year): A suggested common syllabus. Journal of Language and Linguistic Studies, 10(2).
  • Tuzcu Eken, D. (2021). English education in Turkey: Why are we ‘very low level’? RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (23), 804-822. DOI: 10.29000/rumelide.949700.
  • Uysal, N. D., & Yavuz, F. (2015). Teaching English to very young learners. Procedia-Social and Behavioral Sciences, 197, 19-22. https://doi.org/10.1016/j.sbspro.2015.07.042
  • Yıldız, I. G. & Cebeci, N. (2023). The use of dram in English language teaching. B. Tütüniş & M. Sağlam (Eds.), In Theory and practice of teaching English to young learners (p. (67-89). Eğiten Kitap.
  • Yin, R. K. (2018). Case Study Research and Applications: Design and Methods. SAGE Publications.
There are 50 citations in total.

Details

Primary Language English
Subjects Other Fields of Education (Other)
Journal Section Research Article
Authors

Şule Çelik Korkmaz 0000-0003-4354-844X

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 Issue: 3

Cite

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
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