THE EFFECT OF INTERACTIVE TEACHING STRATEGY ON EFL LEARNERS’ LISTENING SKILL THROUGH INTERACTIVE STORYTELLING

Abstract

Listening can be considered a unique and an active skill that not all communicators possess since it demands interpretation of the message, reconstruction of the message, and then responding in an appropriate way. This study investigates the effects of interactive teaching strategy on EFL learners’ listening through interactive storytelling. We suggest that a new generation of research in this area needs to address the extended question: What is the effectiveness of using interactive storytelling on developing fifth graders' listening skill in English? This study advances our understanding of showing how interactive storytelling can affect EFL learners’ listening skill. We conducted a quisi-experimental study of interactive teaching strategy on EFL learners’ listening through interactive storytelling enterprises in Iraq, using a sample of fifth preparatory school female students has been chosen. The sample has been divided into two equal groups, i.e. experimental group and control group. Both of them are equalized in age, parents’ educational attainment, pre-test and scores of the previous year in English. The findings from the study show that the effect of interactive teaching strategy on EFL learners’ listening through interactive storytelling is more complex that was expected and address a controversial belief among practitioners that the study provides evidence for the effectiveness of utilizing interactive teaching strategies, particularly through interactive storytelling, in enhancing EFL learners’ speaking skill.