ISLAMIC AZAD UNIVERSITY
AT CENTRAL TEHRAN
GRADUATE SCHOOL
ENGLISH DEPARTMENT
A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE (TEFL)
Subject:
The Comparative Effect of Storytelling and Role Playing on EFL Learners’ Motivation
ADVISOR: Dr. AbdollahBaradaran
READER: Dr. SholehKolahi
By:
MohaddesehYaqooti
January 2014
ABSTRACT
This study was an attempt to investigate the comparative effect of storytelling and role playing on EFL learners’ motivation. To fulfill the purpose of this study, 60 female learners with the age range of 13 to 18 years old were selected among a total number of 90 learners studying at Arian Institute in Gorgan through their performance on a piloted PET for homogenizing them prior to the study. Four classes with 15 participants in each were randomly assigned to two experimental groups with two different treatments. Both experimental groups attended 20 sessions with the same material, and the Gardner’s attitude and motivation test battery (AMTB) was administered as the pretest and posttest of the study. The mean scores of the two groups on this posttest were computed through an independent samples t-test in order to test the hypothesis raised in the study. The results demonstrated that learners benefited significantly from role playing and storytelling instructions.
ACKNOWLEDGEMENTS
The present study would never have been possible without the assistance of a number of individuals who provided me with their kind support to complete this project. First of all, I would like to thank my dear advisor Dr. Baradaran, for the patient guidance, encouragement and advice he has provided throughout the time I have been his student. I have been extremely lucky to have an advisor who cared so much about my work. His comments from the initial stage to the end enabled me to develop an understanding of the subject.
I would also like to thank my kind reader, Dr. Kolahi, who helped me a lot and gave me a new insight into the research.
I am also grateful to Dr. Khan Mohammad, who took the trouble to be the external reader of this study.
This thesis is dedicated to my husband and my parents who have always stood by me and supported me in any respect during the completion of the project and dealt with all my problems with a smile.
TABLE OF CONTENTS
ABSTRACT ii
ACKNOWLEDGMENTS iii
TABLE OF CONTENTS iv
LIST OF TABLES AND FIGURES vii
CHAPTER I: BACKGROUND AND PURPOSE 1
1.1. Introduction 2
1.2. Statement of the Problem 5
1.3. Statement of the Research Question 6
1.4. Statement of the Research Hypothesis 6
1.5. Definition of Key Terms 6
1.6. Significance of the Study 8
1.7. Limitations and Delimitation 9
1.7.1. Limitations 9 1.7.2. Delimitation 10
CHAPTER II: REVIEW OF THE RELATED LITERATURE 11
2.1. Introduction 12
2.2. History of Storytelling 15
2.2.1. Storytelling in the English Language Classroom 16
2.2.2. Communicative Language Teaching (CLT) and
Storytelling 17
2.2.3. Storytelling and Task-based Language Teaching 19

2.2.4. The National Curriculum, Communicative Language 20
Teaching (CLT) and Storytelling
2.2.5. Learner Autonomy and Storytelling 21
2.2.6. Multiple Intelligences (MI) and Storytelling 22
2.2.7. Rationale for Storytelling 24
2.2.8. Studies on Storytelling 24
2.3. Role playing 26
2.3.1. Role playing and Task-based Language Teaching 26
(TBLT)
2.3.2. Advantages of Role playing 27
2.3.3 Disadvantages of Role playing 31
2.3.4. Rationale for Using Role playing 32
2.4 Motivation 34
2.4.1. Types of Motivation 37
2.4.1.1 Instrumental and Integrative Motivation 37
2.4.1.2 Intrinsic and Extrinsic Motivation 38
2.5.Theories and Constructs Reflecting Motivational Beliefs 39
and Attitudes
2.5.1 Attribution Theory 39
2.5.2 Self- efficacy 41
2.5.3 Mastery Experience 41
2.5.4Social Modeling 41
2.5.5.Social Persuasion 42
2.5.6.Psychological Response 42
2.5.7.Self – worth Theory 43
2.5.8.Goal Theories 43
2.5.9. Self – Determination Theory (SDT) 44
CHAPTER III: METHODOLOGY 46
3.1. Introduction 47
3.2. Participants 47
3.3. Instrumentations and Materials 48
3.3.1.Tests 48
3.3.1.1.The Preliminary English Test (PET) 48
3.3.1.2.Attitude and Motivation Test Battery a 50
Pretest and a Posttest
3.3.2.Materials 51
3.3.2.1. Main Course Book for Both Groups
3.3.2.2. Flashcards and Posters for Both Groups 51
3.4. Procedure 51
3.5. Design 54
3.6. Statistical Analyses 55
CHAPTER IV: RESULTS AND DISCUSSION 56
4.1. Introduction 57
4.2. Participant Selection 57
4.2.1 PET Pilot Study 58
4.2.1.1 PET Administration for Homogenizing 59
the Participants
4.2.2. Inferential Statics 67
4.2.2.1. Post-Test Results 71
4.2.2.2. Post-Test Descriptive Statistics 71
4.3. Testing the Null Hypotheses 74
4.4. Discussion 75
CHAPTER V: CONCLUSION AND PEDAGOGICAL 82
IMPLICATIONS
5.1. Introduction 83
5.2. Summary of the Findings 83
5.3. Pedagogical Implications 85
5.3.1. Implication for EFL Teachers 85
5.3.2. Implication for EFL Syllabus Designers 86
5.4. Suggestions for Further Research 87
REFERENCES 89
APPENDICES 97
Appendix A: Preliminary English Test (PET) 98
Appendix B: Appendix B: Writing Rating Scale 120
Appendix C: Attitude and Motivation Test Battery 122
by Gardner, 1985 (AMTB)
Appendix D: Sample Lesson 126
LIST OF TABLES AND FIGURES
Table 4.1 Descriptive Statistics of the PET Pilot Administration 58
Table 4.2 Reliability Estimates of the PET before and after Removing 59
Malfunctioning Items
Table 4.3 Reliability of the PET in First Homogenization 60
Table 4.4 Descriptive Statistics of the Two Ratings of PET Writing



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